Welcome Relief: Level 3 - Ages 7-8

3 l e Lev

By Sandy Sturmer and Sue Boyland RIC-0423 3.1/458

Published by R.I.C. Publications

Foreword Welcome Relief is a set of resource books designed for use in the primary school classrooms of Australia. As the title suggests, the main purpose of these books is to provide relief in situations where the normal teaching program is suspended, as may be the case in the situation of teacher absence or teacher development.

Each book in the series of seven presents a one-week program of work covering all major components of the curriculum. The week is divided into five daily components so that the package's use can be flexible. Detailed notes are provided for each lesson and where applicable a fully reproducible worksheet is provided. Two worksheets are provided for additional activities and are indicated with an asterisk.

An overview is provided at the beginning of each book so that the management of the package can be streamlined. As the activities are taken with a particular class they can be recorded so that repetition within any particular class is avoided.

The series is an ideal aid for: 1. the relief teacher, who can have a complete week's work at his or her fingertips for any of the primary school Year levels, with comprehensive teachers notes, directions and worksheets; 2. the classroom teacher, who can have this comprehensive program available constantly, so that in times of absence from the classroom he or she can be assured of the work program of the class; and 3. the principal, who can organise relief staff to the stage of providing the specific teaching program for any Year level.

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Contents Page 1-3

Program Overview Teachers Notes Day 1 4 Day 2 5 Day 3 6-7 Day 4 8 Day 5 9-10 Worksheet 1 - Fruit and Vegetable Hunt 11 12 Worksheet 2 - Spells Worksheet 3 - What is Litter Like?

13 Worksheet 4 - Make a Word Sleuth 14 Worksheet 5 - Comic Sequence 15 Worksheet 6 - Graphs 16

Worksheet 7 - Jigsaw Puzzle Worksheet 8 - Read and Draw Worksheet 9 - Quick Adds Worksheet 10 - Animal Hunt Worksheet 11 - Cucumber Worksheet 12 - Crows Crunching Worksheet 13 - Listening Carefully Worksheet 14 -Personal Cube Worksheet 15 - Story Completion Worksheet 16 - Calendar Activities Worksheet 17 - Mapping Activities Worksheet 18* - Colouring 1 Worksheet 19* - Colouring 2

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Program Overview Day 1 Subject

Time

Worksheet

Spelling

30 min.

1

Reading

45 min.

Word Study

45 min.

Maths

50 min.

Printing

20 min.

Creative Wr.

60 min.

2

Social Studies

60 min.

3

Word Act.

10 min.

Date

Comments

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Day 2 Subject

Time

Worksheet

Spelling

30 min.

4

Spelling

15 min.

Reading

50 min.

Quick Quiz

10 min.

Maths

50 min.

Printing

20 min.

Creative Writing

60 min.

Craft

60 min.

R.I.C. Publications

Date

Comments

5

6

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Welcome Relief - Level 3

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1

Program Overview Day 3 Subject

Time

Worksheet

Spelling

30 min.

Word Study

30 min.

Reading

20 min.

8

Maths

45 min.

9

Printing

30 min.

Science

60 min

Phys. Ed.

60 min.

Word Game

20 min.

Date

Comments

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C.Publ i cat i ons orr evi ew pur posesonl y• Day• 4 f Subject

Time

Worksheet

Spelling

30 min.

10

Reading

45 min.

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Word Study

30 min.

Maths

60 min.

Printing

20 min.

Oral English

40 min

Listening

10 min.

13

Creative Wr.

60 min.

14

Craft

10 min.

R.I.C. Publications

Date

Comments

optional worksheet

12

Welcome Relief - Level 3

not to duplicate

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2

Program Overview Day 5 Subject

Time

Spelling

30 min.

Reading

45 min.

Word Study

30 min.

Oral Maths

20 min.

Maths

30 min.

Printing

20 min

Social Stud.

60 min.

Art

60 min.

Worksheet

Date

Comments

15

16

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Day 1 Spelling: Children find fruit and vegetable names in the word sleuth. Colour the letter boxes when words are found, then write the words in the space provided. Several clues are drawn around the sleuth. Early finishers are to write as many fruit and vegetable names that have not been mentioned as they can. Worksheet No. 1

Reading: Children choose a book (reading, supplementary, library etc.) and read it silently for fifteen minutes. Give each child a piece of paper and get him or her to fold it into four. In each box children draw what they have read in the last fifteen minutes (four main ideas). Early finishers write an accompanying sentence for each picture.

Choose children to explain their pictures to the class.

Word Study: Read the following poem to the class.

'Into the pot you go,' said the witch.

'You'll finish my potion to make people itch.'

'Oh no,' said the fly. 'I'm, oh, so young.

My precious little life has just begun.'

'Ha, ha,' said the witch. 'Not a care have I. You're only a fly I caught in the sky.'

But the fly sprung up and flew in her ear And the shock of it all made her disappear.

Orally discuss what the poem is about. Ask the children to identify rhyming pairs (fly/sky etc). Children then think of other words that rhyme with the pairs in the poem. Early finishers can add to their list of rhyming pairs.

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C.Publ i cat i ons Maths: •f orr evi ew pur posesonl y•

Number Sentences. Give children three numbers on the blackboard- 1, 2, 3,. Children then use these numbers to make as many different sums as possible. Give a few examples. 1+2= , 21+3= , 3-2= , etc. As numbers become exhausted, give three further numbers.

Printing: Blackboard the following sentences: (printing/cursive) Still the sinking steamer sank.

She sells sea shells on the seashore.

Write each tongue twister twice and then have children try to construct their own tongue twister.

Creative Writing:

Oral English:

Refer to the poem in Word Study. Discuss strange and interesting objects that could go into a witch's brew (discourage revolting suggestions before they arise). Children then write down their own magic spell on Worksheet No. 2.

Give an example as direction: Three cats' eyes Fluff from a cotton bud Several tick tocks from a clock A splash of bubble bath Mix and stir, mix and stir Drink without stopping And watch your hair turn green.

Colour in worksheet.

New Words Allow the students 15 seconds each to present to the class three 'new' words relating to computers (e.g. modern, Internet, cyberspace). The aim is to not repeat the words someone else has said.

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Social Studies: What is litter like?

Follow worksheet. Take children outside to find four different pieces of litter. Encourage children to come up with other words that could describe the litter. Early finishers can make as many words as possible from the words: Worksheet No. 3.

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DAY 2 Spelling: Make a word sleuth. Use current list words or children's choice of words. Have children write the words hidden in the sleuth and also in the spaces provided. Children swap and have their partners locate the words.

Worksheet No. 4.

Reading: Children cut out the comics from Worksheet No. 5 and place the three different comic sets into sequence. Glue onto plain paper, leaving room to write a caption for each frame. Colour when finished.

Quick Quiz: Children write down only the answers and mark their own work.

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What is the capital city of Australia? Canberra 2.

What is the current month?

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How many children are there in the class today?

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How many fives in twenty-five? 5 5.

In what month is Christmas? December 6.

Name the largest ocean. Pacific 7.

How many twenties in one hundred? 5 8.

If you were born in France, what language would you speak? French 9.

How many days in a fortnight? 14 10.

What is the opposite of 'inside'? Outside 11.

Why did Jack and Jill go up the hill? To fetch a pail of water 12.

What is a baby duck called? Duckling 13.

How many tens are there in one hundred? 10 14.

Name the seven dwarfs. Sleepy, Sneezy, Bashful, Dopey, Doc, Grumpy, Happy

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Maths: Follow the worksheet and direct children to complete the four graphs using the information from the class survey, e.g. eye colour. Children put their hands up if they have blue eyes and the teacher records on the blackboard. A simple table can be constructed on the board. It is suggested that each graph be done individually. Worksheet No. 6.

Creative Writing:

Printing: (printing/cursive)

'No' poems. Direct children to write short poems that end with negative statements.

Give examples on the blackboard. Children illustrate their poems when they have finished. Allow children to work at their own rate, doing as many as time permits.

Individuals read poems to the class.

Write the following on the blackboard. Children copy.

Super cool Johnny, no confidence did he lack.

With his sunglasses on and his hair gelled back.

He didn't see the banana skin lying so near, Slipped and tripped and landed on his rear.

Children illustrate when they have finished.

Cars shiny paint sleek fast engine push button windows large loud stereo no wheels!

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Craft: Jigsaw: Children outline pieces first with a black felt pen or pencil, then colour and cut out the pieces.

Pieces can be pasted onto card for greater durability.

When complete, children can race to see who can construct their jigsaw the quickest.

Worksheet No. 7.

Welcome Relief - Level 3

Oral English: Without Music Have the students— singly or in pairs— write three or four lines of lyrics from popular or wellknown songs in a monotone, with no expression whatsoever.

The remainder of the class have to guess the song title.

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DAY 3 Spelling: Bingo. Children fold a piece of paper into eight boxes and select any eight words from the list that has been written on the blackboard. because sausage can't wasn't

birthdays holidays Saturday said

goodbye friend where children

family bicycle there shopping

Teacher then pulls words from a hat and reads them out. Children tick each word as it is called. Can be repeated many times by changing the tick to a cross or circle etc.

Word Study: Alphabetical groupings. Use the words on the blackboard from previous activity and add these words: hello hamburger Christmas

bus car cakes

running tractor

Friday skipping

Ask children to group the words under the following headings:

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Transport, Action, Food, Days, Greetings, People, Other

Rewrite each group so that they are in alphabetical order. Early finishers add words to each group.

Reading:

Read and draw. Children need to carefully read the passage and then try to draw the scene as accurately as possible. Worksheet No. 8.

Maths: Quick adds. Follow the worksheet. As children finish, the activity can be expanded by changing the numbers or adding dice.

Worksheet No. 9.

Printing: (printing/cursive) Blackboard the following and have children copy.

Why is it always when a human sees a mouse, That they go screaming and yelling all through the house?

I'm very small and furry and really quite shy.

It is I who should be yelling and scampering home to cry.

Children illustrate when finished.

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DAY 3 Science: Water has a skin. Discuss with children how, although we can't see it, water has a skin which is strong enough to support objects that do not normally float.

Experiment: equipment (for groups of 4) - 1 jar filled with water - 2 paper clips, one opened up - 2 tissues Teacher demonstrates first. Place the tissue gently on the water and then place the paper clip carefully on top.

Use the open paper clip to poke the tissue down into the water without disturbing the paper clip. If done carefully, the paper clip will float. Children will need to try several times and be sure that the water is very still.

Children can then write a simple report on their experiment.

Physical Education: Skipping.

Give children the following instructions. Practise skipping with two-feet jumps, one-foot jumps, alternatefoot jumps. Then place children into teams and have them race in relay. Be sure that racing occurs on grass for safety.

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C.Publ i cat i ons Word Game: •f orr evi ew pur posesonl y• Mystery Messages Write the following code on the board:

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Children write their own secret messages using the code, but first try to decode the following message.

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DAY 4 Spelling: Word sleuth on animals. Children find animal names in the word sleuth and colour in the letter boxes when words are located. Clues are drawn around the sleuth. Early finishers write down the names of as many other animals that they can think of. Worksheet No. 10.

Reading: Children read the extract on Worksheet No. 11. They write five questions that can be answered by reading the story. Questions are then answered by a partner. Stress that children should know the answer before writing a question.

Word Study: Alphabet animals. Children write out the alphabet with one letter per line and then try to name as many animals as possible that start with that letter. The activity can be taken letter by letter or as an individual activity.

Maths: Streamer skeletons. Put children into pairs and then explain what parts of the body are to be measured with streamers. One roll of streamer is plenty. Tear a portion off for each pair. Write the following pieces on the blackboard as a guide: 2 legs (hip to toe) 2 arms (shoulder to fingertip) 1 back (neck to backside) 1 middle 2 heads

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Demonstrate to the class how they are to measure their partners. Label each strip with child's name and body part as it is cut. When all the parts are cut, the class should stick their skeletons together by following the teacher.

Printing: FollowWorksheet No. 12.

Oral English:

Listening:

Half-minute babble. Write the following topics on pieces of paper and place into a container. oranges movies brothers hair bikes icecream sisters boys washing up sausages girls school chocolate Christmas birthdays football Individual students 'lucky dip' for a topic and then try to talk about it for half a minute.

Worksheet No. 13 Teacher reads the instructions aloud. Children draw what they think the instructions mean. When complete children finish their pictures and show to the class. A fun activity with the final result not being too important.

Creative Writing : Personal Cube. Cut out Worksheet No. 14 and on each face put the following information: - draw a self-portrait - name, age, family members, pets - hair colour, eye colour, height, birthday, mass - favourite foods, drink, colour, music etc.

- hobbies - what they want to be when they grow up Information should be drafted onto paper before the work is printed onto the cube. When finished, decorate the net of the cube and glue together.

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DAY 5 Spelling: Jumbled Words. Write the following foods on the blackboard and have children match the word with a time of the day that it can be eaten and another food that it is often eaten with. potato

roast

ice-cream

tacos

spaghetti

steak

cola

hamburger

milk

fruit

cheese

rice

chocolate

fish

chicken

salad

cereal

hot dog

Early finishers can try to identify which country these foods originated in.

Reading: Children read the paragraph on Worksheet No. 15. Complete the story with their own concluding paragraph. Read the story to their partner. Give the story a title and illustrate.

Word Study:

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Verbs and nouns. Explain what verbs and nouns are. Direct children to find all the verbs in the story on Worksheet No. 15.

Repeat the activity for nouns.

Maths: Oral maths. Children play 'Sheriff', where pairs of children are selected to stand back-to-back at the front of the class. Teacher asks basic facts problems (tables etc.) and first child who turns and 'shoots' the correct answer is the winner. A new child is selected to challenge the 'sheriff'.

Maths: Calendar work. Worksheet No. 16. Children fill in the calendar for the present month. Discuss the season and then illustrate it in the space provided. Discuss special days in the month and record on the calendar. When calendar is finished, questions can be asked orally. ('What day does the 12th fall on?' 'What day does the month start on?' etc.)

Printing: Copy the following from the blackboard. (printing/cursive) Monday's child is full of fun Tuesday's child is born to run Wednesday's child is often sad Thursday's child is a naughty lad Friday's child works as hard as she should Saturday's child is always good But for any child born on a Sunday, every day is a fun day R.I.C. Publications

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DAY 5 Social Studies: Mapping. Worksheet No. 17. Direct children to label coordinates as follows:

6 5 4 3

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A

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Children answer questions from the board about the map and then colour in.

1. What objects can be found in 1A, 6A, 3D, 3C, 5A, 2C, 4C and 3A? 2. In what squares do you find birds, cows, motor vehicles, a river, sheep and buildings?

3. How many trees in 4D? 4. How many sheep in 4A? 5. How many squares does the fence go through?

6. Draw horses in 3B. 7. Draw chickens in 4C.

Art: Tapestry. Children will need a piece of squared grid paper and felt pens. Children draw a picture, with pencil, onto the grid paper. Use felt pens to criss-cross the squares to colour in the picture. Use a dark colour to crisscross the background. Every square on the page must be criss-crossed.

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Worksheet 1

Fruit and Vegetable Hunt B

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Worksheet 2

Spells

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What is Litter Like?

Worksheet 3

Litter can be a lot of different things. Therefore, it does not all look, feel and smell the same.

Find four different types of litter in the playground and draw them below.

Write where you found them.

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How are the four pieces of litter alike?

Tick in the box if the word describes each piece of litter.

Litter

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Litter

smooth

smelly

sharp

small

hard

clean

soft

dirty

fresh

broken

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Worksheet 4

Make a Word Sleuth

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Worksheet 5

Comic Sequence

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Graphs

Worksheet 6

other

pink

purple

orange

yellow

blue

green

red

hazel

Favourite colour

blue/green

green

brown

blue

Eye colour

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C.Publ i ca t i on How we get People ins our family

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Worksheet 7

Jigsaw Puzzle

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Worksheet 8

Read and Draw

There is a house on a hill. It is old and dark. Parts of the walls are falling down. A path leads to a running stream which is full of fish.

Down at the bottom of the hill there is a swing. Two little children are playing on it. A dog is barking at their feet.There is a lovely green forest near the swing. The children love to walk in the forest and hear the birds sing.

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Quick Adds

Worksheet 9

You will need: two dice What to do: Throw the dice.

Add the two numbers.

Subtract the answer from twelve.

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Record each answer in the squares below.

© R. I .

C.Publ i cat i ons occurred most often?

•f o rr evi ewWhich punumber r pos eson l y • Why? Tally Total

Make a tally of these numbers on the table below.

No. 0 1 2 3 4

Which number occurred least often? Why?

5 6 7 8

Did any numbers not occur? Why?

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Animal Hunt

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Worksheet 11

Cucumber

Cucumber was a tiny little mouse who was lost and all alone. He was called Cucumber because once he had found a cucumber left over from a picnic and eaten the whole lot. This had made him rather sick and the whole family had laughed.

But where was his family now? He hadn't meant to wander off. He was a very curious mouse and had just been following a butterfly along the bank of the river.

Now it was dark and the night shadows were very frightening. Cucumber was used to the night because that was when his family searched for their food. But this place was very different. It wasn't like home and it wasn't friendly.

'Hello young man,' said a voice from the shadows. 'You look lost.'

'I am,' squeaked Cucumber. 'Who are you?'

© R. I .

C.Publ i cat i ons 'You do?' asked •f orCucumber. r evi ew pur posesonl y•

'I am Patoody, the fastest possum around. I am also very clever and I know who you are,' replied the possum.

'Sure do. Everyone knows who you are and most of the animals are looking for you.Your mum and dad sent me to rescue you, and here I am,' said Patoody, licking his fur proudly. 'Don't you know that it is dangerous to wander around on your own? Not all of the animals are as friendly as I am.'

'I didn't mean to. I'm just curious. That's what Mum says,' said Cucumber.

Before long Cucumber was back home, warm and safe with his family.

'I'll never get lost again,' said Cucumber.

His mum just smiled and tucked him into bed.

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Worksheet 12

Crazy

Crows Crunching crows

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crunching

crackers

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Worksheet 13

Listening Carefully

Listening Activity – Do not duplicate.

Teacher reads the following instructions to the class.

Instructions: 1.

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Draw a circle in the middle of the page, towards the top.

Draw a triangle on top of the circle.

Draw three squiggly lines going to the left, coming from the point of the triangle.

Draw two cloud shapes on either side of the circle, with the tops touching the triangle.

Inside the large circle, draw two smaller circles, side by side, with a smaller circle inside each.

Between, just below these circles, draw a small triangle.

Underneath this triangle, draw a small half circle to make a smile (still inside the circle).

From the bottom of the large circle, draw two zig zag lines going towards the bottom of the page.

Draw a rectangle at the bottom of the zig zag lines, with the bottom of the zig zag lines touching the top line of the rectangle.

Draw lines across to join the zig zag lines, inside the zig zags.

Draw two thin rectangles each side of the zig zag lines pointing to the outside of the page.

Draw a cloud shape at the end of each of these rectangles.

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Shape may look like this.

All shapes will vary!

'JACK IN THE BOX'

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Worksheet 14

Personal Cube

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Worksheet 15

Story Completion

Complete this story.

'Oh, please, Mum!' begged Amber. 'The teacher said we had to bring something unusual to school and your jewellery box would be perfect.'

'That jewellery box has been in the family for hundreds of years. If it was lost or broken, it could never be replaced,' replied Mum. 'Oh, I won't lose it. I'll guard it with my life,' pleaded Amber.

'Well, all right,' sighed Mother. 'But please look after it.'

Amber jumped onto her bike, the lovely jewellery box packed tightly in her bag. This meant she had to hold her lunchbox in her hand as there was no more room in her bag.

'Hi, Amby!' yelled her friend, Rory. 'Race you to school.'

'You're on,' yelled back Amber, forgetting all about her mother's jewellery box. Over kerbs and through bushes they raced. Amber didn't see the ditch in the track and rode straight into it. She lost control and tumbled off her bike and into the bush.

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C.Publ i cat i ons •allf orAmby?' r ev i ew ur posesonl y• 'Are you right, yelled Rory.p 'Yes, but oh, no! My bag! My bag! It's in the drain!'

Amber leaned over and peered into the drain. Sadly she watched her bag float away.

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Calendar Activities

Worksheet 16 Month: Sun.

Number of days: Mon.

Tues.

Wed.

Thurs.

Fri.

Sat.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Illustrate the season.

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Worksheet 17

Mapping Activity

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Worksheet 18*

Colouring 1

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Worksheet 19*

Colouring 2

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