Floods Section 2 Days of The Week

Section 2
Days of the week

FLOODS: S E C T I ON 2 D A Y S OF TH E W E E K (T E A C H E R )
Table of contents
PPT - Revise text for the section Australia ...................................................................................... 3

The text for Days of the week ......................................................................................................... 4
AMEP resources – vocabulary for Days of the week ...................................................................... 5
Build vocabulary for Days of the week ........................................................................................... 7
Create the text for Days of the week ............................................................................................ 10
Pronunciation – Sentence stress .................................................................................................. 12
Spelling – 3 levels .......................................................................................................................... 14
Level A - Spelling ....................................................................................................................... 15
Level B - Spelling ....................................................................................................................... 16
Level C - Spelling ....................................................................................................................... 17
Spelling Test – 3 levels .................................................................................................................. 18
Level A - Spelling Test ............................................................................................................... 19
Level B - Spelling Test................................................................................................................ 20
Level C - Spelling Test................................................................................................................ 21
Speed Copying – 3 levels............................................................................................................... 22
Level A - Speed Copying ............................................................................................................ 23
Level B - Speed Copying ............................................................................................................ 24
Level C - Speed copying............................................................................................................. 25
Dictation – 3 levels ........................................................................................................................ 26
Level A - Dictation ..................................................................................................................... 27
Level B - Dictation ..................................................................................................................... 28
Level C - Dictation .................................................................................................................... 29
Appendix - Vocabulary list for Section 1 - 2 .................................................................................. 31
Appendix - Map of Australia with states and territories .............................................................. 32
Appendix - Prepositions of time ................................................................................................... 33
Appendix – Capital letters and Punctuation ................................................................................. 35
Acknowledgements....................................................................................................................... 36
PAGE 2 OF 35
PPT - Revise text for the section Australia

Before starting work on Section 2, it’s important to revise the text in Section 1. The great
advantage of the PPT is that you can show it many times, and at varying speeds.
Download the PPT from the hub.

• Project the PPT in slide show mode. The animation feature will reveal the words slowly to
build each sentence.
• The forward arrow on your keyboard will make the pictures and words appear in order.
The back arrow will remove the words and pictures.
• Click Escape anytime to close.
• Encourage students to guess the words before they appear.
PPT Revision
Section 1 Australia
PAGE 3 OF 35
The text for Days of the week
In March, in New South Wales, Queensland

and Victoria, it rains and rains and rains.
It rains on Monday.
It rains on Tuesday.
It rains on Wednesday.
It rains on Thursday.
It rains on Friday.
It rains on Saturday.
It rains on Sunday.
PAGE 4 OF 35
AMEP resources – vocabulary for Days of the week

The AMEP provides excellent resources for teaching about the Australian states and territories
and also the days of the week. It is a good place to start introducing the vocabulary for this
section.
1. Australian states and territories

AMEP Volunteer Tutor Resources
For a simple map of Australia go to:
https://immi.homeaffairs.gov.au/settling-in-australia/amep/volunteer-tutor-resources
Click on Pre-Beginner, A New Life
• Worksheet 1 has a map of Australia with the names of the states, territories and the
capital cities
• Worksheet 2 has a map of Australia which can be used to make a jigsaw
• Worksheet 3 has a map of Australia with the states marked but no writing
PAGE 5 OF 35
2. Days of the week and months of the year
AMEP Volunteer Tutor Resources
There are some simple worksheets to be found here. Follow this link to the pre-beginner
page:
https://immi.homeaffairs.gov.au/settling-in-australia/amep/volunteer-tutor-resources/pre-
beginner
Click on Education
• Worksheets 1 – 4 cover the days of the week and months of the year
AMEP Online Materials

To practise the pronunciation of the days of the week and the months of the year, go to:
https://ameponline.homeaffairs.gov.au/
• Click on Course Level 1

• Click on A New Life
• Click on Numbers and dates,
• Then Activity 4, Days and months
PAGE 6 OF 35
Build vocabulary for Days of the week

The following is a suggested method to teach vocabulary. It involves drawing simple pictures
on the board and miming. The aim is to get the students to suggest the words and then write
them on the board. It helps to put the words down one side of the board and leave them there
for reference. Use the dashes as a line and show how to write on the line and how to form the
letters, model the letter formation and verbalise it if necessary for ESL literacy students.
VOCABULARY Board Work
Queensland
New South Wales Qu _ _ _ _ land
Victoria
_ ew _ outh _ ale_
_ ic _ oria
Draw a map of Australia on the board or
project a simple blank map onto the board. Students guess the missing letters.
Point to the word, say the word together, spell
Ask, What is it? Roughly draw in the states. the word together and point to each letter as you
Ask the students which state they live in. spell. Point to the capital letters. Ask how many
Mark it on the map. Point to Queensland letters are in the word and count the letters.
and ask them if they know the name of that
state, point to NSW and point to Victoria.
Mark them in. Reading the states can be
taught like the face of a clock.
Rain Draw rain clouds and rain on the board.

Revise and mime
rain. An umbrella
_ai_
may be useful. Repeat the process used to teach the states of
Australia.
PAGE 7 OF 35
VOCABULARY Board Work
Monday
_ on _ ay
Tuesday
Wednesday _ _ es _ay
Thursday _ednes _ ay
Friday
Saturday
Thur _ _ay
Sunday _ _ _ day
Say the days of the week together.
Students could point to the days on their _ _ _ urday
timetable or you could have sets of cards of
the days of the week for students to put in _ _ _ day
order on the desk, hold up, or point to.
Print some large cards, with the days of the
week. Seven students hold up a card and Repeat the process used to teach the states of
arrange themselves in front of the class in Australia.
the order of a week. You could print the
Saturday and Sunday cards on different
coloured paper to teach the idea of the
weekend. [See the next page]
March
Say the months of the year together. If you _ ar _ _
have a calendar point to the names on the
calendar. Focus on March.
Repeat the process used to teach the states of
Australia.
PAGE 8 OF 35
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
PAGE 9 OF 35
Create the text for Days of the week
Instructions for the teacher

This is the text to be created:

It rains on Monday.
It rains on Friday.
It rains on Sunday.
Preparation:
1. Have the alphabet in capital and small letters at the top of the board and the vocabulary list
down the side of the board.
2. On the board write:
In M ____ __ N __ S ____ W _ _ _ _,
Q _ _ _ _ _ __ _ _ and V _ _ _ _ _ _ _, _ _ _ _ _ _ _
and _____ ___ _____.
Activity
PAGE 10 OF 35
1. Ask the students to guess the text. Encourage them to use the vocabulary list.
2. Begin by asking them to suggest a letter, any letter. If they guess a letter, or even the
whole word from the vocabulary list, write it on the dashes.
3. To help predict March use a calendar, or project one. Use the map of Australia to help
students identify and spell the states and mime or draw rain on the board.
4. If students can’t guess the words, just write them in.
Discuss capital letters, full stops, and sentences as you proceed.
Read the sentence leaving out the filler words, ask students to guess what the words are.
Extend the cloze in this way:
You could use flashcards of the days of It r_ _ _ _ on M_ _ _ _ _
the week to assist.
Get students to put them in order. _ _ r_ _ _ _ _ _ T _ _ _ _ _ _
5. At the beginning of each sentence and
before each day, ask the students if the It _ains _n W_ _ _ _ _day.
first letter is a capital or a small letter.
6. As you write, demonstrate how the tail of _ _ rain_ o_ Th_ _ _ _ _ _.
the y in day goes under the line. After
writing each day, spell it together,
It _ _ _ _ _ _ _ F_ _ _ _ _.
pointing to each letter.
7. Spell and clap the letters with a rhythm.
e.g. M o n - d a y _ _ _ _ _ _ _ on S _ _ _ _ _ _ _.
__ _____ __ S _ _ _ _ _.
8. As you write each day, add more rain
drops to the rain drawing.
9. Once the text is completed on the board, read it together several
times, pointing to each word as you read. Ask, How many
sentences? Count them together. Ask, How many words? Count
the words together pointing to each word.
10. Then reverse the whole process by rubbing out, reading, rubbing
out, reading and recreating a cloze again. In this exercise, it is easier to rub out whole
words rather than single letters. You can leave the first letter of the word to help students
recall if you think it is needed.
11. Read again with the class, pointing to both the missing words and the existing words. With
some classes it is possible to rub out all the words in this way.
PAGE 11 OF 35
Pronunciation – Sentence stress
Preparation
Sentence stress is considered to be the most important element of English pronunciation.
In English, words which carry key information such as nouns, verbs and adjectives are usually
stressed and other words unstressed. This creates the distinctive music of the language.
Preparation: Review the days of the week
• Distribute the days of the week cards. [enough for the whole class]
• Students listen and when they hear a day, they hold up that card, then put it down, with the cards
one under the other in week order.
Activity 1: Sentence stress
1. Say the first sentence, and ask students which

It rains on Monday.
words are longer and louder?
2. Put a large dot above the stressed word – in every It rains on Tuesday.
sentence this is the verb and the noun.
3. Get students to clap the sentence as they repeat it. It rains on Wednesday.
Alternatively they could tap a finger on the desk or
punch the air, whatever is easiest. It rains on Thursday.
4. Continue to mark the stress in each sentence.
It rains on Friday.
Activity 2: Jazz chant
Jazz chants are an excellent way to teach sentence It rains on Saturday.
stress and also grammar. With this chant, students
learn the use of on a preposition of time, with days of It rains on Sunday.
the week. This jazz chant forms the basis for further
work on prepositions of time. [See Appendix]
1. Divide the class in half - half the class read A, the other half read B.
2. Encourage the students to read with expression and to stress the information words.
PAGE 12 OF 35
Jazz Chant
A B
It rains on Monday.
It rains on Friday.
It rains on Sunday.
PAGE 13 OF 35
Spelling – 3 levels
1. For lower levels use a modified version of ‘Look, say, cover, write, check’.
Teach: Look, say the word, spell the word out loud as you copy.
For higher levels teach ‘Look, say, cover, write, check’
2. It is important that the students:

• Finish one word before writing the next word
• Work down the page rather than across
• Check their spelling with the typed word
• Try to chunk the letters rather than copy letter by letter
• The words are printed twice at each level so that students practise once in
class and then again at home or in a following class. In this way, students are
shown a way to improve their writing through brief and regular practice.
PAGE 14 OF 35
FLOODS: S E C T I ON 2 D A Y S OF TH E W E E K (S TU D E NT )
Level A - Spelling
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
PAGE 15 OF 35
Level B - Spelling
Monday Tuesday Wednesday
Monday Tuesday Wednesday
Thursday Friday Saturday Sunday
PAGE 16 OF 35
Level C - Spelling
March Monday Tuesday Wednesday
March Monday Tuesday Wednesday
PAGE 17 OF 35
Spelling Test – 3 levels
Activity
In this test, the same words are read to the whole class, but each level has appropriate support.
Level A
This activity teaches students to look for clues. The words are on the page and can be copied,
but the students have to locate the letters to copy. Initially, some students may need help with
this, and the teacher could underline the bits to copy in red.
Level B
At this level, the difficult sounds have been provided. If the teacher pronounces the word
slowly, the students should be able to hear the missing sounds. The answers are below so
students can also copy.
Level C
At this level, a student can try to either write the word or they can copy. Allowing students this
option and to later check their work removes any fear associated with having a go.
PAGE 18 OF 35
Level A - Spelling Test
Days of the week
M o n d a y T u e s d a y
__ o n d a y __ u e s __ __ __
W e d n e s d a y T h u r s d a y
__e d n e s __ __ __ T h u r s __ __ __
F r i d a y S a t u r d a y
__ r i __ __ __ __a t u r __ __ __
S u n d a y
__u n __ __ __
PAGE 19 OF 35
Level B - Spelling Test
Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm
Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz
Days of the week
1 . _ o _ _ _ _
2 . _ u e _ _ _ _
3 . _ e d _ e _ _ _ _
4 . _ _ u r _ _ _ _
5 . _ r _ _ _ _
6 . _ _ _ u r _ _ _
7 . _ _ _ _ _ _
Fold
Check your spelling
Monday Tuesday Wednesday Thursday
Friday Saturday Sunday
PAGE 20 OF 35
Level C - Spelling Test
Days of the week
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
5. ___________________________________________
6. ___________________________________________
7. ___________________________________________
Fold
Check your spelling
Friday Saturday Sunday
PAGE 21 OF 35
Speed Copying – 3 levels
One of the simplest ways to improve spelling and writing is to practise speed copying. The goal
of such copying is to build speed and proficiency. With regular practice, speed copying can
improve spelling, handwriting and memory. Students’ written expression also improves as they
memorise common groupings of words and collocations.
Low level students will initially copy letter by letter, but as they become more proficient over
time, they will learn to chunk, then write whole words, then write a few words and then
complete sentences, depending on their level and educational background.
Activity
1. Set the timer for 2, or 4 or 5 minutes

2. Ask the students to copy the same text over and over in that time.
3. If they finish copying their text before the time is up, they need to copy it again,
and maybe even again.
4. Students copy the same text every day for a week, trying to increase the number of words
they write each time.
5. The text copied can be used for a dictation the following week.
PAGE 22 OF 35
Level A - Speed Copying
It rains on Monday.
It rains on _______________________________
It rains on _______________________________
It rains on _______________________________
It rains on _______________________________
It rains on Friday.
It rains on _______________________________
It rains on _______________________________
It rains on Sunday.
It rains on _______________________________
PAGE 23 OF 35
Level B - Speed Copying
It rains on Monday.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
It rains on Friday.
______________________________________________
______________________________________________
It rains on Sunday.
______________________________________________
PAGE 24 OF 35
Level C - Speed copying
______________________________________________________________________________
______________________________________________________________________________
It rains on Monday.
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________
It rains on Friday.
______________________________________________________________________________
______________________________________________________________________________
It rains on Sunday.
__________________________________________________________________
PAGE 25 OF 35
Dictation – 3 levels
Activity It rains on Monday.
All students hear the same text: It rains on Tuesday.
The teacher reads a sentence, and each student
writes the sentence at their own level. It rains on Thursday.
Level A It rains on Friday.
Students listen for the missing letters and write It rains on Saturday.
them in. This activity teaches students to look for
the letter to copy. It rains on Sunday.
Level B
Students find the words and copy them. For a greater challenge, the words can be folded
under, and students try to write from memory. The words allow the student to check their
spelling at the end of the dictation.
Level C
Students write the sentence using the words below to help with the spelling. For a greater
challenge, the words can be folded under, and students try to write from memory. The words
allow the student to check their spelling at the end of the dictation.
PAGE 26 OF 35
Level A - Dictation
It rains on Monday.
M _____
T ______
W ______ __
T _______
It rains on Friday.
F _____.
S _______
It rains on Sunday.
S _____
PAGE 27 OF 35
Level B - Dictation
It rains on _ o _ _ _ _
Monday
It _ _ _ _ _ on _ u e _ _ _ _
Tuesday
_ _ rains _ _ _ _ d _ e _ _ _ _.
Wednesday
It rains _ _ _ _ u r _ _ _ _
Thursday
_ _ _ _ _ _ _ on _ r _ _ _ _
Friday
_ _ _ _ _ _ _ _ _
Saturday
_ _ _ u r _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Sunday
PAGE 28 OF 35
Level C - Dictation
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Fold
Check your Spelling
Friday Saturday Sunday rains
PAGE 29 OF 35
Appendix - Vocabulary list for Section 1 - 2
Words introduced in this section are in bold.
A and N New South Wales
B O
C P
D Q Queensland
E R rains
F Friday S Saturday, Sunday
G T Tuesday, Thursday
H U
I in, it, on V Victoria
J W Wednesday
K X
L Y
M March, Monday Z
PAGE 30 OF 35
Appendix - Map of Australia with states and territories

Project the map of Australia on the board. Draw arrows and write the names of the states and
territories in the boxes. Make copies for students to do the same.
Australia
Queensland
Qld Queensland Tas Tasmania
NSW New South Wales SA South Australia
ACT Australian Capital Territory WA Western Australia
Vic Victoria NT Northern Territory
PAGE 31 OF 35
Appendix - Prepositions of time
Background information
The prepositions of time can be shown on three concentric circles this can work as a visual
memory prompt.
• The larger outside circle represents in, for lengths of time, [usually longer]
- months, years, seasons, decades, morning, afternoon and evening.
• The smaller middle circle represents on, for shorter periods of time
- days of the week, the weekend and dates
• The smallest circle represents at precise times

- 9 o’clock, festivals, night
The final diagram
in
on
at
PAGE 32 OF 35
Activity
Draw the circles on a large piece of cardboard to be hung on the wall and added to as the
prepositions are introduced. In Section 2, students have learnt on for the days of the week and
in for months of the year [March].
1. Add on to the middle circle, and in to the outer circle.
2. Write the days of the week and March onto small cards
[plus all the months familiar to the students]
3. Ask students to blu-tack them to the correct circle on the chart.
4. Practise - on Monday in March, on Tuesday in March etc. Rules:
5. Recap the rules learnt so far. • Use on before days.
• Use in before months.
The chart is then ready so that at can be added when it’s introduced.
in March
Saturday on Sunday
Friday Monday
Thursday Tuesday
Wednesday
PAGE 33 OF 35
Appendix – Capital letters and Punctuation
1. Capital letters
A basic understanding of the rules for capital RULES:

letters needs to be demonstrated and You need a capital letter for:
developed. Students’ attention needs to be
• The first letter in a sentence.
regularly drawn to their use.
• The first letter of a day.
e.g. It rains on Monday in March. • The first letter of a month.
Activity
Write sentences similar to the ones below on the board and ask students to come out and add
the capital letters.
• it rains on monday in march.

• it rains on tuesday in march.
• it rains on wednesday in march.
2. Punctuation
Students also need to understand basic punctuation.
Point out the full stop at the end of the sentence.

RULE:
e.g. It rains on Wednesday in March. A sentence ends with a full stop.
Activity
Write sentences similar to the ones below on the board. Ask students to come out to the board
and correct the mistakes.
• it rains on thursday in march

• it rains on friday in march
• it rains on saturday in march
• it rains on sunday in march
PAGE 34 OF 35
Acknowledgements
Images
Globe showing Australia This Photo by Unknown Author is licensed under CC BY-SA
Project team
Vicki Hambling, Lorraine Hatcher-Friel, Sue Paull, Madelena Scott, Mary Wallace, Visual Domain
The Project Team would like to thank the AMEP Service Providers and practitioners who
participated in the trial and gave valuable feedback.
This Floods Teaching Material is licensed under a Creative Commons Attribution-NoDerivs 3.0 Australia licence
(More information is available here). You are free to use, copy and distribute to anyone in its original form as long
as you attribute Department of Home Affairs as the author and you license any derivative work you make available
under the same licence.
© Commonwealth of Australia 2021
With the exception of the Commonwealth Coat of Arms, the department’s logo, any material protected by a trade
mark and where otherwise noted all material presented in this document is provided under a Creative Commons
Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/) licence.
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PAGE 35 OF 35

Floods Section 2 Days of The Week

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Section 2

Days of the week

PPT - Revise text for the section Australia ...................................................................................... 3

PPT - Revise text for the section Australia

Download the PPT from the hub.

The text for Days of the week

In March, in New South Wales, Queensland

AMEP resources – vocabulary for Days of the week

1. Australian states and territories

2. Days of the week and months of the year

AMEP Volunteer Tutor Resources

AMEP Online Materials

• Click on Course Level 1

Build vocabulary for Days of the week

VOCABULARY Board Work

Rain Draw rain clouds and rain on the board.

VOCABULARY Board Work

Create the text for Days of the week

Instructions for the teacher

In March, in New South Wales, Queensland

2. On the board write:

and _____ ___ _____.

Pronunciation – Sentence stress

Preparation: Review the days of the week

Activity 1: Sentence stress

1. Say the first sentence, and ask students which

2. It is important that the students:

Monday Tuesday Wednesday

Monday Tuesday Wednesday

Thursday Friday Saturday Sunday

Thursday Friday Saturday Sunday

March Monday Tuesday Wednesday

March Monday Tuesday Wednesday

Thursday Friday Saturday Sunday

Thursday Friday Saturday Sunday

Spelling Test – 3 levels

Level A - Spelling Test

Days of the week

Level B - Spelling Test

Days of the week

Check your spelling

Monday Tuesday Wednesday Thursday

Friday Saturday Sunday

Level C - Spelling Test

Days of the week

Check your spelling

Monday Tuesday Wednesday Thursday

Friday Saturday Sunday

Speed Copying – 3 levels

1. Set the timer for 2, or 4 or 5 minutes

Level A - Speed Copying

Level B - Speed Copying

Level C - Speed copying

In March, in New South Wales, Queensland

and Victoria, it rains and rains and rains.

Activity It rains on Monday.

All students hear the same text: It rains on Tuesday.

Level A It rains on Friday.

Check your Spelling

and ___ _ _____.