Reading, Term 4, 2018, Teacher Miss Butler

Reading -The Cay, E-portfolio Sample - Comprehension

Write an “ITTM” for the following sentences:

After a moment of silence, I heard the sizzle of the water as Timothy doused the torch.

I think that means after a few seconds of hearing nothing I could make out the noise of timothy dunking our light source in clear liquid.

For more than a week, I knew he had been labouring over nails to turn them into fish hooks.

I think that means for over 8 days, I had a feeling that Timothy was bending some form of metal into sharp hooks and putting them on ''fishing rods''.

Roadblocks! There were many roadblocks for us in this book! Choose at least two of the following words to explain and

clear the roadblock’ for.

Alabaster - N/A   

Cay - A small island like land that is usually 1 metre long and is filled with tree's and recourse's.

Jumbi - A well known name for jumbi is voodoo or "bad luck". If you have one of these words it usually means things aren't going in your favour.

Langosta - A crayfish or lobster like creature that is usually found on the side of sea plants.

Malaria - A disease that causes you to hallucinate and be cold and hot at one instant this is caused by mosquito's sucking on your blood and dropping some disease in it.

Write down at least three things Phillip learnt whilst on the cay (for example, about himself, caring for others and life etc)
Phillip learned how to survive in various conditions,he also learn to never judge someone because of their skin colour or how they speak or think and he learned that you can't be fussy if you want to survive.

Athletics Review Term 4 2018

Athletics  Reflection

1. How did your athletics practices go? (At least 3 events)

I did well with high jump because I had great technique and jumped pretty high. I did pretty good with long jump because I jumped off 1 foot landed on two done the C shape and... jumped 4/5 of the pit. With sprints I done better than I expected I came 2nd and 3rd equal in the practice races.

2.  In what event did you most improve your technique? How?

The event that I improved in the most was probably sprints because I used to always place fourth or below but, I've really improved with 80 meters and 100 meters sprints. Sadly I didn't run the 1000 meter sprints.

3. What value did you show on Friday at Athletics most? How?

I showed Connect by cheering on people (eg) Boston, Troy, and Thomas at the Year 6 high jump.I also cheered on Troy in the relay race and the 80 meters and the 100 meter sprint.

4. Who else did you notice showing one of our school values (they could be from another class or syndicate)? How? I noticed troy because he showed Reflect by really improving in his sprints by getting into zones and the relay event.Compared to last year, this is raising the bar.

Science (Geology) - E-portfolio sample Term 4 2018

Science (Geology)- E-portfolio sample Term 4 2018

E-portfolio Sample - Production T3 2018 "One night at the Museum"

E-portfolio Sample - Production 2018 "One night at the Museum"

Week 7 Choice blog post - Production

Week 7 Production blog post

1. How well have I contributed to my group this week?

         I have contributed well because I have gave some good ideas. My other reason is because I have           helped the group with what a kiai sounds and I have been giving feedback like the                                 move before the sword partnership I told the group that it looked strange.

2. My favourite idea for the production is? (it might be someone else’s)

             My favourite idea was the partner ship with the swords and the part where we go off                               stage.Some feedback is maybe the lower grades could do some easier moves.

3. A person in my group who has shown one of our values is? How?

Holly F has shown the value connect by sharing great ideas, if someone needed help she would help them. She also was brave by taking the opportunity of being the samurai.

E-portfolio Sample PE - Swimming Term 3 2018

E-portfolio Sample PE - Swimming Term 3 2018

Choice blog post - Reading - week 5

Week 5 Choice blog post

1. What goal does this piece of work connect to?
   The goal that this piece of work connects to is I Think That Means. ITTM is when

you have a sentence and convert it into your own words example: The girl had a smile on her face.

The female child had a wide grin as her expression.

2. How well have you achieved this goal? Explain
   I have done well to achieve this goal because I got a 2/3 which is the 2nd highest score.

2/3 score is when you have converted the words but, you haven't convinced the audience that you

understand the sentence

3. What value have you shown with this piece of work? Why?

I have shown Quality in this piece of work because I coloured it in properly and I used a ruler.

It is also Quality because I have put Greek words on the sign.

Choice blog post - Maths

Week 3 Choice blog post

1. What goal does this piece of work connect to?

This goal connects to finding different fractions in numbers for example 2/3 of 30 is 20.

2. How well have you achieved this goal? Explain
3. I have done well in trying to achieve this goal because I failed the first time, I failed the second time,

but in the end I got it.

3. What value have you shown with this piece of work? Why?
   I have shown reflect by reflecting on my mistakes and getting it right in the end.

Choice blog post - Reading

Week 2 Choice blog post

1. What goal does this piece of work connect to?

         This goal connects to evaluating parts of a story.

2. How well have you achieved this goal? Explain

          I have achieved this goal well because I've completed this task with quality.

3. What value have you shown with this piece of work? Why?
   I have shown quality in this piece of by taking my time and drawing neatly.

Choice blog post - Maths

Week 1 Choice blog post

                                                           

1. What goal does this piece of work connect to?

The goal that this connects to is ''We know how to use language that connects to fractions''

2.How well have you achieved this goal? Explain
I have done well because I have thoroughly explained these types of fractions.

3.What value have you shown with this piece of work? Why?

I have shown create by creating definitions for these types of fractions.

Term 2 Visual Art - “Creature Features”

2 Visual Art - “Creature Features”

Name of your creature: Saltwater crocodile

What part of your sketch did you find the most challenging and why?

The most challenging part about my sketch was the shapes because it's hard to do an oval in one go and making sure it's not wonky.

What part of your final piece do you like the most and why?

The scales are my part that I like the most because they're very detailed and they stand out.

E-Portfolio sample - Reading Term 2

E-Portfolio sample - Reading Term 2

LEARNING INTENTIONS:

• Use prior knowledge to connect with text
• Check accuracy and the meaning of text whilst reading (ITTM)
• Use prior knowledge and context to confirm author's meaning of words and phrases

When using the “I think that means” strategy, what do you have to do?

When you use an I think that means you have to unpack the sentence, put it into your own words, read it out loud fast and fluently and you have to convince the audience/teacher that you know what the sentence means.

How would you get a “3”?

You have to unpack the sentence, change all the words into your own and convince the audience that you know what the given word means.

What is a roadblock?

A roadblock is a word that you don't know the meaning of for example vacancy I didn't know what that word meant so we broke it down and found some words inside it like vacant which means it's occupied so vacancy means for example someone can have vacancy over a plane so they are using the plane.

E-portfolio sample Science - Forensics Term 2 2018

Science - Forensics

Level 3/4  -

NATURE OF SCIENCE

Understanding about science

• Appreciate that science is a way of explaining the world and that science knowledge changes over time.
• Identify ways in which scientists work together and provide evidence to support their ideas.

Investigating in science

• Build on prior experiences, working together to share and examine their own and others’ knowledge.
• Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.

Communicating in science

• Begin to use a range of scientific symbols, conventions, and vocabulary.
• Engage with a range of science texts and begin to question the purposes for which these texts are constructed.

Participating and contributing

• Use their growing science knowledge when considering issues of concern to them.
• Explore various aspects of an issue and make decisions about possible actions.

Specific Learning Outcomes:

Students will be able to…

• Find Evidence and catalogue it (using DNA information if required)
• Complete handwriting analysis of work
• Complete plaster casts of key evidence
• Complete fingerprint analysis of of evidence
• Interview suspects
• Work in a group to investigate a crime.

E-Portfolio Strand Maths Probability Term 2 2018

Probability

• Investigate simple situations that involve elements of chance, recognising equal and different likelihoods and acknowledging uncertainty.

Level 3

Probability

• Investigate simple situations that involve elements of chance by comparing experimental results with expectations from models of all the outcomes, acknowledging that samples vary.

Level 4

Probability

• Investigate situations that involve elements of chance by comparing experimental distributions with expectations from models of the possible outcomes.
• Use simple fractions and percentages to describe probabilities.

1) Describe in your own words what these words mean.

Probability - There's chance of something happening.

Impossible - The chance of something happening is never going to happen.

Unlikely -The chance of something happening is not likely.

Even chance -The chance of something happening is equal.

Likely -The chance of something happening is very high.

Certain -The chance of something happening is definite.

E-Portfolio Writing Term 2 - Creature Feature writing

E-PORTFOLIO - Creature Feature Writing - Term Two

ACHIEVEMENT OBJECTIVES:

Learning goals - Planning

Research Goals:

LEVEL 2

• I can include a range of relevant information using different types of resources.
• I can use graphic organisers to plan my writing.

LEVEL 3

• I can include a range of relevant information using different types of resources.
• I can use graphic organisers to plan my writing.

LEVEL 4

• I can use my research skills to find and record the information needed for my writing (using different resources).
• I can plan effectively and add my own headings/ideas to a plan.

Learning goals- Writing

LEVEL 2

• I can use labelled pictures (diagrams) and illustrations to help my understanding.
• I can write simple and compound sentences that make sense.

• I can use clear and precise adjectives and nouns, strong verbs and adverbs

LEVEL 3

• I can use labelled pictures (diagrams) and illustrations to help my understanding
• I can write simple and compound sentences that make sense.
• I can use clear and precise adjectives and nouns, strong verbs and adverbs

LEVEL 4

• I can use labelled pictures (diagrams) and illustrations to help my understanding
• I can write some complex sentences
• I can use language that is appropriate to audience and purpose (subject specific)

Animal Name:Saltwater crocodile

Dear saltwater crocodile

How do you ambush prey?

I camouflage underwater, and wait for my prey. if they are land, I whip them into the water with my tail. If they are in the water, I use my feet to shove myself towards them.

Dear saltwater crocodile
Why do you have scales?

I have scales to protect me from incoming animals that may be a threat. Being able to camouflage under water

is also thanks to my scales.

Term 2 Taku Akomanga

Term 2 Taku Akomanga

Share your Term Two classroom whakatauki (both in English and Maori)

Titiro Whakamuri

Kokriri Whakamua

Look back and reflect 

so you can move forward

Reflect on the new vocabulary you have learnt so far.

I now know the following words/things… (add as many as you can)

1. Classroom = Akomanga

2.Scissors - Kutikuti

3.Pen - pēne

4.Glue - kāpi

5.Pencil - pene rākau

6.Paper - pukapuka

I have been brave during this unit because I have been trying to pronounce long and hard Maori words.The most difficult part about this unit was remembering all the Maori words.

Basketball Tower STEM Challenge

BASKETBALL TOWER REFLECTION

What was the hardest part of this challenge for you? Why?

The hardest part of this challenge was brainstorming the project because we would have to have a very unique tower comparing the other groups and if we have created something nothing like the others we could have an advantage over them for instance if ours was taller we'd win the bonus 
challenge.

What worked really well in this challenge for you ? Why?
The thing that really helped me in this challenge was the teamwork because we all had a certain jobs to do when creating the basketball tower. Without roles everyone would be doing random things and our basket ball tower wouldn't get in the finals.

What value did you mostly have to show in this challenge and why?

The value that I mostly had to show was the value respect because we had to Respect the other people in the group and the basket ball challenge tower.We wouldn't of made it that far without Respect.

What question do you now have because of this challenge?
Why was the bonus challenge the height of the tower and not something else like the width length or how neat the basket ball tower is?