Thursday, August 1, 2013
Tuesday, July 2, 2013
Show Not Tell
This week in writing we have been trying to show the reader what is happening, rather than telling them. We will share some writing with you next week.
Show Not Tell Examples
Show Not Tell Examples
Sunday, June 23, 2013
Procedural Writing
Last week we began to write instructions about something we know how to make well. This week we are writing recipes.
How to make a Paper
Snowflake
Paper plate
Scissors
Paper
2. Cut out the circle
shape you have made.
3. Fold the circle shape in half .
4. Fold it into quarters, so it looks like this
triangle.
5. Cut out small shapes along each edge.
6. Unfold your paper when you think you have
finished.
Success Criteria Procedural
Writing
·
Write
a goal/title e.g. How to Make Toast
·
List
all the materials, ingredients, tools and equipment
·
Write
the steps with doing words (verbs) at the beginning e.g. Add, Put, Turn, Pour, Wait
·
Number
each step
·
Put
the steps in the order they happen
·
Include
all the steps needed
·
Use
topic words ( eg jam, toast, toaster, butter)
·
Add
a picture to help the readers understand
better
·
Try
hard words in the margin
·
Make
sure all capitals & full stops are confirmed
· Check
my work (proof-read)
Wednesday, June 12, 2013
Saturday, June 8, 2013
Nga Tae
whero is red
karaka is orange
kowhai is yellow
kakariki is green
kikorangi is blue
tawa and poroporo are purple
ma whero is pink
kiwikiwi is grey
parauri is brown
pango and mangu areblack
by Scarlett
Wednesday, June 5, 2013
Our Success Criteria for Narratives
We looked at lots of narratives, such as fairy tales, fables, legends and a few narratives written by children throughout the world. We discussed what makes a narrative and then came up with our own success criteria,
Success
Criteria: Narratives
I can…
Use
capital letters and full stops
Join
sentences using conjunctions eg but, and, then, so, when
Use
strong adjectives, verbs & adverbs to give extra information and make my
work interesting
Use some
speaking in my narrative (only when it is needed)
Introduce
your story (orientation) Why? Where? When?
Write the
events in order
Start and
end my narrative using story language eg.
Long ago, At last…
Use
connectives for time to join events together eg First, Later, Then, Next,
Build up
excitement (have a problem &
resolution)
Use long and short sentences (short ones for effect)
Sometimes I can…
Use other
punctuation eg exclamation & question marks, commas, speech marks
Use lots
of different kinds of sentences eg simple and complex sentences
Begin my
sentences in lots of different ways
Use
paragraphs
Create
suspense by using scary description and adverbs eg suddenly
Sunday, June 2, 2013
Smarties Reading Group's Haiku Poems
Volcanoes
Steaming and roaring
Hot red and orange lava
Rarely exploding!
By Scarlett
Volcanoes
rumbling and steaming
squirting lava and rock balls
the ground is shaking
by Roman
Lava is red hot,
It can erupt anytime,
Volcanoes are bright.
by Layton
Volcanoes are cool
They can burn furiously
Roaring like a dragon
by Kaia
Loudly erupting
Boom goes the big volcano
About to erupt.
by Kate
loudly erupting
when it's asleep it hisses
lava exploding
by Jazz
Volcanoes explode
and burn everything around
Volcanoes are hot.
by Jamie
Roaring like a dragon
Lava, steam, ash all around
Volcanoes are cool.
by Hayley
Loudly erupting
Boom goes the big volcano
About to erupt.
by Kate
Volcanoes explode,
Volcanoes burn you to death,
Poisonous smoke fumes.
by Brooke
Our Questions
We asked lots of open-ended questions about clouds...
Here are some of them.
How are clouds made?
How many different types of clouds are there?
What are clouds made of?
Why are clouds white?
Why are some clouds black?
What is a cloud?
Why do they float?
How does the water drops get into the cloud?
What is water vapour and how is it made?
How did the clouds get their names?
What makes the clouds let out the rain?
Why do the clouds move?
Here are some of them.
How are clouds made?
How many different types of clouds are there?
What are clouds made of?
Why are clouds white?
Why are some clouds black?
What is a cloud?
Why do they float?
How does the water drops get into the cloud?
What is water vapour and how is it made?
How did the clouds get their names?
What makes the clouds let out the rain?
Why do the clouds move?
Labels:
Clouds,
Inquiry,
Planet Earth and Beyond,
Science,
Weather
Types of Clouds
Click to learn more and play cloud games |
Different clouds can be seen at different levels in the sky |
Labels:
Clouds,
Inquiry,
Planet Earth and Beyond,
Science,
Weather
Saturday, June 1, 2013
Personalised Learning
This year we are a personalised learning pod. This means that the children in the four home rooms move to different groups within the pod for spelling, reading, writing, numeracy/mathematics and inquiry/connected learning.
Personalised learning is all about tailoring teaching and learning to individual needs and is essential in helping children to achieve the best possible progress and outcomes. It is critical in raising standards and narrowing gaps that exist between different groups of pupils. The pedagogy of personalisation is distinguished by the way it expects all children to reach or exceed national expectations, to fulfil their early promise and develop latent potential.
Planning for progression and differentiation are fundamental. High expectations of progress apply equally to children and young people working above, at, or below age-related expectations, including those who have been identified as having special educational needs.
There is an expectation of participation, fulfilment and success; and teaching and learning is characterised by tailored objectives, challenging personal goals, rapid intervention to keep pupils on trajectory and rigorous assessment to check and maintain pupil progress.
We use formative assessment (both oral & written) to ...
There are 5 main parts of personalisation...
Personalised learning is all about tailoring teaching and learning to individual needs and is essential in helping children to achieve the best possible progress and outcomes. It is critical in raising standards and narrowing gaps that exist between different groups of pupils. The pedagogy of personalisation is distinguished by the way it expects all children to reach or exceed national expectations, to fulfil their early promise and develop latent potential.
Planning for progression and differentiation are fundamental. High expectations of progress apply equally to children and young people working above, at, or below age-related expectations, including those who have been identified as having special educational needs.
There is an expectation of participation, fulfilment and success; and teaching and learning is characterised by tailored objectives, challenging personal goals, rapid intervention to keep pupils on trajectory and rigorous assessment to check and maintain pupil progress.
We use formative assessment (both oral & written) to ...
■ To praise or build confidence
■ To pose questions
■ To establish a dialogue
■ To correct an error
■ To challenge and extend thinking
■ To clarify thinking or suggest a new approach
- Learning how to learn ( helping the children to develop a repertoire of learning skills to support development as self-directed learners)
- Assessment for learning (using a range of assessment that engages the learner e.g. self and peer)
- Teaching and learning strategies ( wide range of teaching & learning strategies with both students & teachers making informed decisions about what strategy to use and when)
- Curriculum choice (opportunities to develop individual pathways that develop skills rather than just knowledge)
- Mentoring and support ( 1:1 relationship with home class teacher and other teachers within the pod and a wide range of peer support )
Tuesday, October 16, 2012
Ancient Egypt
We are so excited about our inquiry this term. It's all about ancient Egypt. Watch out and follow our learning journey!
Thursday, August 30, 2012
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