Story and Numbers

Overview

This 120-minute, one-student routine builds reading, writing, and maths through short, hands-on stations while supporting comprehension, sequencing, and technology exploration. It uses an “own pace” structure with clear steps, frequent breaks, and multiple ways to respond.

Learning intentions

• WALT to read sight words accurately and use sound/word strategies to decode unfamiliar words.
• WALT to understand and retell a story by identifying key events in the correct order.
• WALT to write a short story with a clear beginning, middle and end.
• WALT to solve maths problems using place value and efficient counting/number facts appropriate for early Year 4.
• WALT to explore simple science and technology ideas through hands-on tasks and observations.
• WALT to make connections to HASS by identifying people, places or community roles connected to our story and observations.

Success criteria

• I can read my target sight words and use a strategy when I get stuck.
• I can tell (or write) the story events in order using simple sequencing words (first, next, then, finally).
• I can write a short story that includes a beginning, middle and end and uses full stops.
• I can solve my maths task and explain my thinking using number sentences or counting methods.

Curriculum links

• English (QCAA-aligned): WALT and success criteria focus on comprehension, narrative structure, and writing in an appropriately sequenced way.
• English (QCAA-aligned): planning, drafting and editing for coherent writing (beginning/middle/end).
• English as Additional Language is not the focus, but dyslexia-friendly supports align to inclusive language access.
• Maths (QCAA-aligned): structured problem solving with number knowledge and explaining solutions in clear steps.

Lesson structure (120 minutes)

1. 0–10 min · Welcome + routine check-in. Teacher shows today’s picture schedule (English, Maths, Science, Exploring Technology, HASS) and confirms “go at your pace”; student chooses a calm start option (quiet reading corner or sensory seat).

2. 10–25 min · English reading (dyslexia-friendly). Teacher presents 6–10 target sight words on a card set with consistent spacing and colour highlight; student reads aloud, then matches each word to a corresponding picture (or sentence strip if accessible).

• Dyslexia-friendly option: use audio recording of the words (teacher reads once, student repeats) and provide textured/raised word cards for tracing.

3. 25–45 min · Comprehension mini-lesson + retell. Teacher reads a short, age-appropriate story (1–2 pages) at student’s pace; student answers 3 guided questions using sentence starters (“The story begins when…”, “Next…”, “Finally…”). Then student completes a hands-on story order activity using 3–4 illustrated event cards (first/then/next/finally) and retells the story using the cards.

4. 45–65 min · Writing: constructed narrative (own pace). Teacher models writing the plan: 3 boxes labelled Beginning, Middle, End, then one sentence in each box. Student writes their own 3-box plan and then turns it into a short story (4–8 sentences depending on ability).

• Provide a “sentence frame” strip: “In the beginning… / Next… / Then… / Finally…”
• Editing step (last 2 minutes): student checks for capital letter at start and full stops.

5. 65–80 min · Maths warm-up (hands-on). Teacher sets up a place value/number facts game using bundling materials (tens sticks or counters) and a number line. Student practices: “Make 43” (build with tens and ones), then writes the number sentence (e.g., 40 + 3 = 43) and counts on to solve one simple addition problem.

6. 80–98 min · Maths problem solving (choose-your-level). Teacher offers two problem sets; student chooses one and can switch once finished.

• Set A (support): add/subtract within a manageable range using counters and number line, with teacher modelling one example.
• Set B (challenge): solve a word problem with two steps (e.g., “I had 28 stickers. I got 15 more. Then I gave 9 away. How many now?”). Student records with either drawings + number sentence or sentence explanation (“I counted… so… because…”).

7. 98–110 min · Science exploration: observe and sort. Hands-on: “Sink or float” with safe classroom objects (or “materials that conduct heat/light” using teacher-selected items). Student predicts, then tests 4 items, recording results on a simple chart (Object | Sink or float). Teacher prompts: “What did you notice? What was the same? What was different?”

8. 110–120 min · Exploring Technology + HASS link + tidy. Technology: student uses a teacher-prepared simple interactive activity (e.g., sorting on a tablet, or matching digital story event buttons) OR a paper “coding” path (follow arrows to place events correctly). HASS connection: brief discussion—“Who helps in our community when there is a story/problem (e.g., librarian, teacher, doctor, firefighter)?” Student chooses one role and completes a mini-sentence: “A helper is a…”.

Resources

• Picture schedule cards and timer
• Target sight word flashcards with large font and clear spacing
• Story book or teacher-printed story (1–2 pages), plus illustrated event cards
• Story sequencing words strips (first/next/then/finally)
• Writing frames: Beginning/Middle/End boxes and sentence starters
• Coloured pencils, markers, simple writing paper (lined and half-lined options)
• Tens sticks/Place value mats, counters, number line
• Maths problem cards (Set A and Set B)
• Sink/float chart and safe testing materials
• Simple technology tool (tablet/app or offline digital matching) or arrow-coding path cards
• Tidy-up checklist (visual)

Assessment

• During reading: teacher listens for sight word accuracy and checks decoding strategy use when stuck.
• During comprehension: teacher collects the student’s event order retell (cards + 3 answers) and notes sequencing accuracy.
• During maths: teacher checks final answer and method (counters/number line vs written number sentence).
• Optional quick exit check (last 2 minutes): student points to “Beginning/Middle/End” and says one sentence for each.

Differentiation

• Pace: tasks are broken into short segments (5–20 min) with clear “stop and breathe” points; student repeats preferred activities until ready to move on.
• For interactivity and focus (ADHD): provide a visible timer, movement breaks between stations, and “choice” at Maths (Set A or Set B) to support engagement.
• For reading needs (dyslexia-friendly): use large font, high-contrast cards, audio support, tracing word cards, and allow pointing/choral reading before independent reading.
• For writing needs (including intellectual disability): rely on sentence frames, 3-box planning, and word banks; accept dictation or guided scribing if needed.
• Extension (only if the student finishes early): add one extra event card to the story retell or solve one additional single-step maths problem with the number line.