This term we will focus on Shape and Number Knowledge and Strategy in the various stages of the NZ Numeracy Programme that the students have been previously assessed to be in.
The term Maths plan is a working document and changes as the term goes to suit the needs of the students and as a reflection of their needs as ākonga.

On Monday, Wednesday and Thursday, we will use Liz Kanes' Structured Literacy resources to develop the building blocks for literacy in our youngest ākonga. They will engage in formal structured literacy lessons that are engaging, explicit, systematic and cumulative.

This term we will be using the Storyways Storytelling process to unpack Jack and the Beanstalk. The is literacy process helps to develop the ākonga's oral language, understanding of the structure of story's and to further develop the language and reading comprehension side of the literacy equation.

This learning programme arises from student voice in IEMs and learning across the previous term. The students are able to select the weekly items they play with, the trips they go one, and the specific inquiry learning that they want to engage with each term. It is then woven into the NZ Curriculum.

In workshops that utilise learning in the community students will subsequently create planned narratives that include;

1) Planning scaffolds.
2) Compound and complex sentences.
3) Correct early punctuation.
4) Paragraphs that express a single idea.

Students will participate in specific writing workshops concurrently in the HB four days a week and on Seesaw to build these skills across the term.
Students will also participate in specific punctuation workshops to hone these skills.

We will focus on one text in depth three times a week.
The LA will read with the children and support the modelling of decoding and comprehension strategies.
Students also use independent reading skills, where they apply the strategies they have learned over the week.
Guided reading session will use the Sharp Reading strategy to support students to read aloud together and individually share comprehension and then one of four follow up strategies:
visualization, links to prior learning, links to text, predictions.

We will focus on one text in depth three times a week.
The LA will read with the children and support the modelling of decoding and comprehension strategies.
Students also use independent reading skills, where they apply the strategies they have learned over the week.
Guided reading sessions will use the Sharp Reading strategy to read aloud together and for students to individually share comprehension and then one of four follow up strategies:
visualization, links to prior learning, links to text, predictions.

We will focus on one text three times week in depth to support learning from structured lit workshops.
I will read to the children and model decoding and comprehension strategies.
We will read together out loud and discuss the text.
Finally, students will end the week with independent reading, where they apply the strategies they have learned over the week.

In small groups students will work with their LA using materials and moving to imaging to build the knowledge areas described below. This will be three times a week with support from complimentary lessons in mathsbuddy in SDL time.

Stage 5 EA- AA
Number Strategies: Use a range of additive strategies and simple multiplicative strategies with whole numbers, fractions, decimals, and percentages.

Number Knowledge: Know counting sequences for whole numbers. Know how many tenths, tens, hundreds, and thousands are in whole numbers.

In small groups students will work with their LA using materials and moving to imaging to build the knowledge areas described below. This will be three times a week with support from complimentary lessons in mathsbuddy in SDL time.

Number Strategies:
-Use simple additive strategies with whole numbers

Number Knowledge:
-Know forward and backward counting sequences with whole numbers to at least 1000.
- Know the basic addition and subtraction facts.
- Know how many ones, tens, and hundreds are in whole numbers to at least 1000.