The children will investigate, design, make and create a pizza cafe for their whānau. This pizza restaurant will be in conjunction with the 100 days of school celebration.

The children will develop a board game to share with the family.

The children will name, design and write a menu.

The children will create invitations.

Research a local city cafe in order to explore menus.
Discuss and observe Equitique,
Create a board game based on the 100 days at school to play with the family,
Share a poem with whānau at the party

https://docs.google.com/document/d/1ayEdoN2HXC2lI57cAiAAHbXWNXYw90YX2axi...

https://docs.google.com/document/d/1Ny8hsrtHFwyf5gHvPw8fzuNWWeyHRSqMG3Oj...

We will be using a range of counting, grouping and equal sharing strategies with whole numbers, developing strategies to add and subtract. We are also working to develop number knowledge around place value, focusing on the number of 10's within decades and how many tens and ones are in a specific number.

We will be working on number knowledge and strategies to move students from stage 4, (Advanced Counting/counting on) to stage 5 (early part whole). We will continue to focus on developing understanding of place value, and learning the basic facts to 100, (60+40=10, 100-40=60, etc) Practising these facts a little bit often will help them stick! We will also look to explore multiplication and division, as repeated division and arrays (a pictorial depiction of a multiplication equation). Practising the 2, 5 and 10 times tables is a great way to support this learning at home.

We will be using a range of counting, grouping and equal sharing strategies with whole numbers, developing strategies to add and subtract. We are also working to develop number knowledge around place value, focusing on the number of 10's within decades and how many tens and ones are in a specific number. We will also be looking at multiplication, as repeated addition and as arrays (a pictorial depiction of a multiplication equation.)

In workshops, students will create planned narratives.

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.