Wednesday, 19 March 2014
Tuesday, 18 March 2014
Year 4 mathletics trophy recipient
Today we had a Kauri assembly. Every student who has earned 1500 points or more in a week went into the draw. For some students their name went in the hat 3 times as they have earned over 1500 points three weeks in a row.
All names went into the hat - actually a container...and one name was drawn out... KENDRA!!
Well done, Kendra. You have the Year 4 trophy for the next 2 weeks.
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All names went into the hat - actually a container...and one name was drawn out... KENDRA!!
Well done, Kendra. You have the Year 4 trophy for the next 2 weeks.
mathletics certificates
Fourteen (14) students from Room 5 received a mathletics certificate for their efforts last week. The top score went to LIAM with a whopping 6500 odd points. Way to go, Liam.
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Monday, 17 March 2014
Oral language
It seems students in Room 5 love to talk, and share their experiences. Today Natalia talked about her recent visit to the Sunshine Coast and Zoe spoke about her birthday party. Today is her actual birthday, so happy birthday, Zoe. Everyone loved the popcorn.
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Wednesday, 12 March 2014
Wednesday, 5 March 2014
Wednesday 5th March
Kia Ora all
Today we visited the Life Education van and talked about, and watched a video of a boy starting at a new school and how he felt. Rachel, the presenter, talked about 'bucket filling' and 'bucket dipping' which is something we have also been focusing on in Room 5. Our last visit to Rachel is on Friday.
Writing
Aim: Explain what we did for art attack - our visual mihi
Audience: class blog - friends, family, Mr F.
How: Plan - Organise our thoughts and ideas using a planning map
What did we do: We used pictures and brainstormed words for each of the 4 stages. We then used as many of the words to describe what we did, with a partner. We then went back, made our own planning maps, and then began writing an explanation of what we did.
Next step: complete planning map, draft our writing, conference with teacher or buddy, edit and proofread our writing, publish on our blog.
Mathlete of the Week
Bonnie has been awarded the Mathlete of the Week award for last week's massive 4455 points. She has this for the week. Well done, Bonnie.
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Oral Language
Today Matina shared oral language about a magazine she has. She used eye contact well and gave informative answers to audience questions. Well done, Matina.
Today we visited the Life Education van and talked about, and watched a video of a boy starting at a new school and how he felt. Rachel, the presenter, talked about 'bucket filling' and 'bucket dipping' which is something we have also been focusing on in Room 5. Our last visit to Rachel is on Friday.
Writing
Aim: Explain what we did for art attack - our visual mihi
Audience: class blog - friends, family, Mr F.
How: Plan - Organise our thoughts and ideas using a planning map
What did we do: We used pictures and brainstormed words for each of the 4 stages. We then used as many of the words to describe what we did, with a partner. We then went back, made our own planning maps, and then began writing an explanation of what we did.
Next step: complete planning map, draft our writing, conference with teacher or buddy, edit and proofread our writing, publish on our blog.
Mathlete of the Week
Bonnie has been awarded the Mathlete of the Week award for last week's massive 4455 points. She has this for the week. Well done, Bonnie.
Oral Language
Today Matina shared oral language about a magazine she has. She used eye contact well and gave informative answers to audience questions. Well done, Matina.
Tuesday, 4 March 2014
Tuesday 4th March
Kia Ora all
Today a group of students received the first mathletics certificates for 2014. All these students earned over 1000points, with Bonnie amassing over 4000points. Here they are below.
The New Zealand Flag
This term we are going to look at the country flags that reflect the different nationalities and connections of the Room 5 students.
Today we looked at the New Zealand flag. We decided to use a 'What do you see / why / wonder' thinking tool (I learned about this tool at the course I attended on Monday).
We placed the NZ flag in the middle, and around the outside we brainstormed 'what we could see'. This included 'stars, blue, cross (Union Jack), and the pole. We then described these features. For example 'stars' - cross, white, pointy, special, a shape, red, like Australia.
We then went a step further and completed a 'why' for each of the features.
For example, students thought the 4 stars represented: the Christchurch Cathedral, celebrations, shaped like a cross, the cross related to Jesus, the first stars in the sky, and red was the blood of Jesus.
These are the thoughts, ideas and opinions of the Room 5 students. It showed that we have a basic understanding (Southern Cross) and some misunderstandings. This is fantastic as it means that this is new knowledge, and students are hungry to find out.
We then did a WONDER, where students made sentences beginning with "I wonder..."
Examples were "I wonder what the 4 stars represent"; " I wonder why the Australian flag is similar to ours"; " I wonder why Australia copied our flag"; " I wonder who designed the flag"; " I wonder if there are other New Zealand flags": " I wonder why we need a flag".
Now that students have 'Wonderings' they are much more motivated to seek out the answers. We will build up the skill set required to complete this successfully together as a class, so that students feel capable of achieving success individually.
Our aim is for students to research the history behind the flags of the different nationalities represented in Room 5.
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Reading
Today ALL students brought home a GROUP READER.
The following book should be in your child's bag:
Team Tr'e - Becoming a Kiwi
Team Matina - Becoming a Kiwi
Team Bonnie - 'Annyong!' Means 'Hi!'
Students should read this to you. You can help by asking questions for them to answer; or you read it and you make statements that are True or False, and your child says if it is true or false.
Phrasing - students need to be able to read as if they are swinging on a vine from one group of words to another. This gives English a bit of a rythmical feel to it. Reading robotically can hinder their reading progress. A great idea is to record them reading on a device at home, play it back and get then to identify what they do well, and what they need to improve on.
Have a great rest of the week.
Today a group of students received the first mathletics certificates for 2014. All these students earned over 1000points, with Bonnie amassing over 4000points. Here they are below.
The New Zealand Flag
This term we are going to look at the country flags that reflect the different nationalities and connections of the Room 5 students.
Today we looked at the New Zealand flag. We decided to use a 'What do you see / why / wonder' thinking tool (I learned about this tool at the course I attended on Monday).
We placed the NZ flag in the middle, and around the outside we brainstormed 'what we could see'. This included 'stars, blue, cross (Union Jack), and the pole. We then described these features. For example 'stars' - cross, white, pointy, special, a shape, red, like Australia.
We then went a step further and completed a 'why' for each of the features.
For example, students thought the 4 stars represented: the Christchurch Cathedral, celebrations, shaped like a cross, the cross related to Jesus, the first stars in the sky, and red was the blood of Jesus.
These are the thoughts, ideas and opinions of the Room 5 students. It showed that we have a basic understanding (Southern Cross) and some misunderstandings. This is fantastic as it means that this is new knowledge, and students are hungry to find out.
We then did a WONDER, where students made sentences beginning with "I wonder..."
Examples were "I wonder what the 4 stars represent"; " I wonder why the Australian flag is similar to ours"; " I wonder why Australia copied our flag"; " I wonder who designed the flag"; " I wonder if there are other New Zealand flags": " I wonder why we need a flag".
Now that students have 'Wonderings' they are much more motivated to seek out the answers. We will build up the skill set required to complete this successfully together as a class, so that students feel capable of achieving success individually.
Our aim is for students to research the history behind the flags of the different nationalities represented in Room 5.
Reading
Today ALL students brought home a GROUP READER.
The following book should be in your child's bag:
Team Tr'e - Becoming a Kiwi
Team Matina - Becoming a Kiwi
Team Bonnie - 'Annyong!' Means 'Hi!'
Students should read this to you. You can help by asking questions for them to answer; or you read it and you make statements that are True or False, and your child says if it is true or false.
Phrasing - students need to be able to read as if they are swinging on a vine from one group of words to another. This gives English a bit of a rythmical feel to it. Reading robotically can hinder their reading progress. A great idea is to record them reading on a device at home, play it back and get then to identify what they do well, and what they need to improve on.
Have a great rest of the week.
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