Hungi

WALT:inform

Today nic and some teachers made a hangi. Nic started the fire and then he cared it on. 

He is going to put the food into Cook it.

End Of Term Reaflection

My end of term reflection

WALT: evaluate our learning honestly

What is an effective learner? A learner that puts their head gets on with learning. They know who their blockers and drivers are. They always complete their work to a high standard.

What were the highlights for this term? Why? My end of term highlight would be the roller disco because it got every one together and it help us with our end of term goal integrity. It helped us think about others just not our self.

What were your greatest challenges this term?  Why? My over all challenge would be my writing sample because, I had to write down a story then I had to reread it. Then I had to make it a few more paragraphs longer. Then I had to put it all on my computer plus I had put a pitcher of my writing on there had to be, peer assessment and self assessment as well.

How are you going towards acting with integrity? Why?  How could you improve? I think that most of of the time I show integrity but maybe when I am walking past a pen I won't pick it up because I wont to get to the mat before on time next time I would try to pick it up.

What are your goals in our learner disposition wall?  Where to next?` On the wall I am a self directed learner I think that I am nearly out of it. I feel like I can move up but it would be to much. So I need to work on getting faster on my work so that I can get more done.

is working at the (Beginning/Middle/Advanced)  Level 3.  Can Do      Needs to work on

National Standard by the end of Year 4 Creates texts in order to meet the writing demands across the NZ Curriculum AT LEVEL 2	National Standard by the end of Year 5 Creates texts in order to meet the writing demands across the NZ Curriculum TOWARDS LEVEL 3	National Standard by the end of Year 6 By the end of Year 6, students are required to write more complex texts than students in Year 5. (Increasing Independence & Complexity) Creates texts in order to meet the writing demands across the NZ Curriculum AT LEVEL 3
AUDIENCE, PURPOSE, AND VOICE Purpose: a. I independently write texts using language and a simple text structure that suits my audience and purpose (recounting, describing, narrating, reporting, arguing or explaining). e.g. an orientation,  sequenced events described in the past tense and linking words to show sequence (for a recount). b. I independently create a variety of texts in a range of print and electronic media.. Ideas & Voice: a. I write about several experiences or ideas including mostly relevant detail or personal comment. b. I use mostly relevant information that often includes detail and/or comment supporting the main points. c. I demonstrate an awareness of my audience through appropriate choice of content, language, and text form. Vocabulary: a. I use a variety of adjectives, adverbs, nouns and verbs that clearly convey ideas, experiences or information. b. I expand my writing vocabulary by using reference resources to check the meanings of words and to find new words. c. I apply my knowledge of the meaning of most common prefixes and suffixes. Written Language Features: I use written language features to support meaning. e.g. similes, onomatopoeia. Publishing: I make choices, when appropriate, for publishing in a variety of media, including digital and visual media	AUDIENCE, PURPOSE, AND VOICE Purpose: I apply a process and write texts choosing language and overall text structures that suit my audience and purpose (recounting, describing, narrating, reporting, arguing or explaining) e.g. an orientation, a problem, a climax, and a satisfying resolution (for a narrative), or an introduction, a series of main points, and a logical conclusion (for a report). Ideas, Voice, & Impact: a. I write about several experiences or ideas including detail or personal comment. b. I use content that is relevant to the curriculum task or items of information and include detail and/or comment supporting the main points. c. I use written language features (such as emotive vocab) to extend or clarify meaning and to engage my audience. Vocabulary: a. I use technical and subject specific vocabulary, precise and descriptive words to support meaning and for effect (to create a mental image). b. I use a wide variety of precise and effective descriptive words (adjectives, adverbs, nouns, and verbs) and adjectival and adverbial phrases that clearly convey ideas, experiences, or information. Written Language Features: I use similes, metaphors, onomatopoeia, and imagery to support meaning and for effect (to create a mental image). Publishing: I choose appropriate media for creating text or publishing, including visual and digital.	AUDIENCE, PURPOSE, AND VOICE Purpose: I apply a process and write texts choosing language and overall text structures that suit my audience and purpose (recounting, describing, narrating, reporting, arguing or explaining) e.g. an orientation, a problem, a climax, and a satisfying resolution (for a narrative), or an introduction, a series of main points, and a logical conclusion (for a report). Ideas, Voice, & Impact: a. I write about several experiences or ideas including detail or personal comment. b. I use content that is relevant to the curriculum task or items of information and include detail and/or comment supporting the main points. c. I use written language features (such as emotive vocab) to extend or clarify meaning and to engage my audience. Vocabulary: a. I use technical and subject specific vocabulary, precise and descriptive words to support meaning and for effect (to create a mental image). b. I use a wide variety of precise and effective descriptive words (adjectives, adverbs, nouns, and verbs) and adjectival and adverbial phrases that clearly convey ideas, experiences, or information. Written Language Features: I use similes, metaphors, onomatopoeia, and imagery to support meaning and for effect (to create a mental image). Publishing: I choose appropriate media for creating text or publishing, including visual and digital
STRUCTURE Sentences & Grammar: a. Sentences: i. I write mainly simple and compound sentences that vary in their beginnings, structures and lengths. ii. I attempt complex sentences using connectives such as when, how, because, although, with, as. b. Grammar: I use the correct tense, pronouns and sentences that are mostly grammatically correct. (**see LLP for further details.) Planning: I plan and organise ideas and information using tools (e.g. graphic organisers) and strategies (e.g. headings). Structure: I am aware that writers organise their ideas into paragraphs. Visual Language Features: I use visual language features to support meaning. e.g. illustrations and diagrams. Punctuation: I use capital letters, full stops, question marks, and exclamation marks correctly, and use commas for lists, speech marks, and apostrophes for contractions correctly most of the time. Spelling: a. I use my visual memory to correctly write most Spell-Write Essential List 1-4 words and many Spell-Write Essential List 5-7 words, correctly. b. I attempt unfamiliar words by using my knowledge of how words work. (**see LLP for further details.)	STRUCTURE Sentences & Grammar: I write simple and compound sentences that vary in their beginnings, structures, and lengths and are correct grammatically, and complex sentences that are mostly grammatically correct (using conjunctions such as when, how, because, although). Planning: I plan and organise rich language, ideas, and information using a variety of planning tools. Structure: a. I organise my ideas into paragraphs. b. I group ideas in paragraphs using related links within (and sometimes between) paragraphs. Visual Language Features: I use visual language features to extend or clarify meaning and to engage my audience. e.g. headings, titles, subheadings, labelled diagrams, charts, maps, and illustrations. Punctuation: a. I use basic punctuation that is mostly correct. e.g. punctuating dialogue. b. I attempt some complex punctuation such as possessive apostrophes for possession, commas for clauses, or semicolons. Spelling: a. I spell most high frequency words correctly (all of Spell-Write Essential List 1-7 words) b. I write most unfamiliar words, including words of many syllables, by applying common spelling patterns and using my knowledge of how words work. (**see LLP for further details.)	STRUCTURE Sentences & Grammar: I write simple and compound sentences that vary in their beginnings, structures, and lengths and are correct grammatically, and complex sentences that are mostly grammatically correct (using conjunctions such as when, how, because, although). Planning: I plan and organise rich language, ideas, and information using a variety of planning tools. Structure: a. I organise my ideas into paragraphs. b. I group ideas in paragraphs using related links within (and sometimes between) paragraphs. Visual Language Features: I use visual language features to extend or clarify meaning and to engage my audience. e.g. headings, titles, subheadings, labelled diagrams, charts, maps, and illustrations. Punctuation: a. I use basic punctuation that is mostly correct. e.g. punctuating dialogue. b. I attempt some complex punctuation such as possessive apostrophes for possession, commas for clauses, or semicolons. Spelling: a. I spell most high frequency words correctly (all of Spell-Write Essential List 1-7 words) b. I write most unfamiliar words, including words of many syllables, by applying common spelling patterns and using my knowledge of how words work. (**see LLP for further details.)
PROOFREADING AND EDITING Proofreading: a. I proofread for grammar, spelling, and punctuation. b. I reread my writing at various stages to check for meaning and purpose. Editing/Recrafting: a. I revise my writing (from a reader’s perspective) and edit it for clarity, purpose and impact. b. I reread, discuss and respond to feedback by making changes to my writing.	PROOFREADING AND EDITING Proofreading: I proofread to correct grammar, spelling, and punctuation, using appropriate resources. Editing/Recrafting: I review and revise my writing to clarify meaning and add impact, often in response to feedback.	PROOFREADING AND EDITING Proofreading: I proofread to correct grammar, spelling, and punctuation, using appropriate resources. Editing/Recrafting: I review and revise my writing to clarify meaning and add impact, often in response to feedback.

** Bold text indicates National Standard indicators. ** Blue text are indicators specific to R.S.S

Grasss Hopper

Grasshopper Tennis Sample

WALT: improve our small ball skills like catching, throwing, and hitting.

Description: We have been participating in a tennis programme with Big John (John Salisbury) from Tennis Manawatu. He has taught us some tennis skills that help with controlling and hitting the ball

Why? To reflect on how we are going with the tennis skills we have learnt. We will share this during our Student Led Conference.

When? Week 8

Who? The World

Task: complete the rubric with targets to show your reflection. Make a comment to the questions below?

Evaluation:

1. What are you most proud of and why? I was proud because I put a big effort into doing well.

2. What challenged you the most and Why? Probably cut the cheese because I am used to hitting on the front.

3. Next time, what is a goal you can work towards? Cutting the cheese so then I can focus on my aiming then so on.

            

Comic strip

WALT Summarise (How will I know I am successful?)

• identify key words

• identify main ideas

Goals:

- Learn the legend

- Understand the legend

- Re-Tell

- Play the game

Resources:

Ki-O-Rahi

Follow-Up:

Create a pic summary of the story.

- daybook

- writer’s notebook

- 53 Pages App

- Educreations App

- Explain Everything

Discription :In reading we have been learning about ki-o-rhai a Maori legend. We had to make a little comic strip about in the legend hope you like it.

Writers Notebookterm2

 

We had to write some idears about what makes our blood boil.

These are my idears I hope that you like them.

Buddy Integrity

WALT Show integrity

Why? To showcase the Tuakana/Teina that we foster at Russell Street School and our understanding of this terms value of Integrity. We will share this during our Student Led Conference.

When? Week 7

Who? The World

Task: We are making a short movie that shows what Integrity looks like with our little buddy.

Description: Chris and Troys class have joined together to make a integrity video. Campbell Edward and I joined with Olivia, Lydia. Together to make an integrity video. Our goal is to make a video about integrity thats our own.

Self assessment: I think that our video is pretty good but we could of had a better camera but it is not wobbly so I think it is passible. Next time we need to use better camera angles and maybe less time.

Peer assessment: I think you did a good post and a good video but next time you could made not have a long period of one thing. #campbell http:

Writing Sample

WALT: Inform 

The ones that I have done out of this will be bold

• use a range of verbs (evaporate, melt, etc.)
• use a variety of specific vocabulary (matter, solid, liquid, gas)
• add significant detail to describe each part (examples, diagram, giff)
• vary sentence starters

• organise my ideas into at least 5 paragraphs
  
  

DRAFT

                        Finished writing

Yesterday we were learning about the newtons cradle.

The newtons cartel is basically has some meatle 

balls. It has energy running back and forward coursing the balls

To go balls to go as well.

 What did I see? I saw an amazing human invention. It must of took 

some hard study to make it. 

It was incredible how much energy was in it. 

It is amazing how the kinetic and patentiolenergy traveled through the mettle balls 

and made it  continue to bounce back and 

Forward when 

   mettle is not even bouncy.

I wonder what would happen if we took away ball, I 

think that it would still go but 

It would not go as good because there is 

less potential energy  

What I thought. I wish that I had one of 

them in my room.

Self assessment: I think I did a good at making a short snappy storie but next time I think that I should make it about 1 more paragraph longer otherwise I would give myself about a 7 1/2 out 10.

Peer assessment:Nice work Callum I really like the way you made your self assessment real maybe make it longer next time

Science Sample

   

WALT:Create a short science sample.

Task: Make a short science video.


Description: We are doing this video to show at our SLC. We have been learning about energy in class and that there is not just energy that charges your phone or powers the T.V. There is also potential and kinetic energy. Potential energy is basically stored energy and kinetic energy is moving energy that is not stored.

Self Assessment: I think that I did a good job at getting the point though about energy. But next time could make the explain more.

Peer Assessment:  Callum you did good with your description but next time you could work on your evaluation.

Backyard Letters

It was hard doing this but, when Campbell Edward and I worked together it was a lot more easyer.

Self assessment. It was hard getting all there names with understandable letters because sometimes you can see that letter but other people can not see that.

Reading Sample

WALT: rote learn

Every week we need to do a mnemonic. Our mnemonics help us to remember words, when I do my 

mnemonic I like to do one that I will remember more easy, so that I can just say that sentience then I can spell that word. Mnemonics help us with our spelling words big time even more if you make it funny or something that you like it could even help you learn vivaciously. 

Self Evaluation: I think that I did a pretty good job at creating some example mnemonics that are understandable and I think that my description would help someone understand a mnemonic a bit better.

Peer comment-#Oliver. Callum you did great with your description it gives a very clear message 

But you could improve with your evaluation.

Math Sample

WALT use known facts to solve unknown facts.

What we did was we made a little video about our strategy that we are using at math time to help us remember it. Why, we are doing this to share our our work at our student led conference. And to prove that we know our strategy. I made this in week one and two. How I made it. I used the app show me 

and I did what I was learning in math, recorded it with my voice over the top of it explaining what I did. This is one example take 29x5= what well all you need to do is go 30x5= an easy way to work this out is to pretend that there is no 0 then once you have worked that out just -5 off then you have your answer like this. 30x5=150-5=145 so 29x5=145.

Evaluation: I think that I did very well at explaining and showing my strategy but next I should complete it in the given time.

Feedback-Adarsh. Nice work Callum and you could speak up a bit more but other than that it it's great.