Term 2 Book Review

This story is about a boy called Hooey Higgins. There are two main characters in this story by the name of Hooey Higgins and a boy called Twig. I think this is a great and funny book because for me it was very entertain able and I found this book very interesting. It is a little bit easy for me to guess the ending of the story because this book was mostly about Hooey, Twig and some other people were making different awards and Twig thought that he was totally going to win one but he didn't and then Hooey's mum or grandmother made baking that Twig thought of and she won so she made an award and gave it to Twig. During this book lots and lots of weird and exciting things happen like something weir was when Twig was rubbing chicken fat or turkey fat on his chest and something exciting was when Twig won a award.  

Blog post title:    Current Events Term 2, 2017

WALT: I can successfully research a current event.

Here is a link to our online modelling book for this unit of learning.

The National Standard that I have been aiming for during this unit of learning is:

• Year 7/8: I can use appropriate skills and technologies to find and use a range of texts for specific purposes.

Each week we have read a short text about a current event/ topic. We then formed questions based on what we had read.  After this we researched the answers to our questions and finally we gave our opinions on what we had found out.

Here is some evidence of my learning.

Describe Map One Microbeads

Describe map Two Taxes

My Next Step is to continue to apply the reading and researching skills that I have learned in a variety of other areas.

Visual art slide

Term 2 Novel

Blog Title: Term 2 Novel Study

This term I have been reading and studying the novel Trash

I found this novel interesting because this was making me very interested and want to read more and the novel was persuasive.

During the novel I had to complete a thinking map which shows that I can classify how the author has shown the theme of the book.

• Link to Classify Map

National Standard this covers

• Year 7/8  Standard
• I can identify and evaluate the way writers’ use language and ideas to suit their purpose and I can use my growing wide range of academic and content-specific vocabulary to understand texts.

Overall I would give this novel a rating of 8/10 would / would not recommend it to others to read because they would be interested in the novel and read more and also because it is very entertain able and also informative about Behala dumpsite.

Maths

This is the shape I made.

SLC

This is my T2 SLC presentation.

Careers blog post

In CAREERS EDUCATION we have been learning to write a skills based Curriculum Vitae.

A skills based C.V. focuses more on the skills that we have, rather than our work history.

Here is a link to our online Modelling Book that shows the process we have followed.

Three things that I have learned about writing a Curriculum Vitae are:

1. Is a brief (usually but not always) account of a person’s education, qualifications, previous work experience and other useful previous experience.

2. Is submitted when a person applies for a job and gives employers an idea of the suitability of a person for a particular job.

3. Promotes you as the right person for the job and should make an employer want to find out more about you ie. offer you a face to face interview.

Here is a link to my Skills based Curriculum Vitae.

Term 1 Novel Study Blog

This term I have been reading and studying the novel Fat Four eyed and useless

I found this novel exciting because I really wanted to find out more in the story when I was a quarter of the way through.

During the novel I had to complete two major assessment tasks. The first is an Explain Map which shows the consequences of a major event in the book. The second was a Describe++ Map (Inference map) which shows I how I have connected prior knowledge and other experiences to what I have been reading to make an inference.

• Year 7/8  Standard
• using several pieces of information to make inferences
• using their prior knowledge, along with information in the text, to interpret abstract ideas, complex plots, and sophisticated themes
• I can use a range of strategies, such as inferring, to work out more complex words.

Inference map

Explain map

Superhero Narritive

                   Superhero Narrative

WHAT? 

WALT make our own Superhero Narrative.

SO WHAT? 

I enjoyed my superhero writing because I loved my characters names, my setting and i was using my writing as an example for the class. 

NOW WHAT?
My next step is to add more details and info about the characters.

Year 6 cycle-safety

                                  Year 6 cycle-safety

WHAT? 

We had cycle-safety this year in September.

SO WHAT?

My favourite part of cycle-safety was going on the road and learning about things on the way and my favourite thing to learn was learning about roundabouts.

NOW WHAT?
My next steps are to learn to get everything right. 

Literacy Week

                                                          Literacy week

WHAT?

This week was Literacy week. 

SO WHAT?

My favourite parts of Literacy week was Golden Ticket hunt and the Dress up day. On Dress up I dressed up as a pirate which was Captain Jack Sparrow. 

NOW WHAT?
My next step is to try all of the activities.

Kauri Athletics

WHAT ? This Wednesday and Thursday the Kauri team are having Athletics. 

SO WHAT ? My favourite sport would are high jump because I am really good at it, and discus because I am really good at too but i'm better at discus.

NOW WHAT ? My next steps are to try new activities like shot-put or long jump.

Swimming

WHAT ? 
WALT improve my swimming skills !


SO WHAT ?
I enjoyed learning new swimming skills !


NOW WHAT ?
I want to get better at swimming skills !

What?

I am learning to understand how words are formed using roots, prefixes and suffixes.

So What?

I have learned that words that have the root hydra- and aqua- mean water. For example aquarium means that

I have learned that words that have the root spect- mean look / see. For example …

Now what?

I feel that I have a(beginning, good, really good, spectacular, an excellent) understanding of the root words aqua-, hydra-, and spect-

Week 3 -  Reading Goals

IALT: develop my reading comprehension skills

Recently I took an asTTle reading test. I read a number of texts and answered a range of questions to check my understanding and comprehension. The aim is to take a test at a level where I will make some errors so that I can identify what I need to work on to be a more successful reader.

I have looked at the results of my test and identified 3 goals for this term.

My reading goals are:

[1] Consistently read to understand the meaning of a text

[2] Make a conclusion or an assumption

[3] Know what different words mean

# 1 and 2 are about understanding the text, especially by thinking about the text more ‘deeply’.

# 3 is about developing my vocabulary and being able to use the information around a difficult word to make sense of it.

You can help me with [1] and [2] by asking me about the book I am reading at home;

• about the characters, setting, plot and resolution (fiction)
• Get me to explain why I believe the characters have acted in certain ways and how this influences the plot and outcome of the story
• Ask me to make a conclusion about different aspects of the story and encourage me to make assumptions about characters, events, moods and what might have happened in the text if the character [s] acted, behaved, made different choices.

You can help me with [3] by;

• encouraging me to explain in my own words what I think a word means
• helping me to identify parts of a word that might help explain its meaning (e.g., in submarine the ‘sub’ means under so that will help with making an educated guess about the meaning of the word
• encourage me to come up with words that have a similar meaning, or look in a thesaurus for words with similar (synonyms) and opposite meanings (antonyms).

WHAT?

This week I am reflecting on one of my writing goals

IALT: Improve my writing by learning how to:

* use a variety of sentence starters

This week I have been focusing on how to write a drop-in clause

SO WHAT?

Here is an example of a drop-in clause

Mr Forman is our teacher.	He loves his red car.
Mr Forman, who is our teacher, loves his red car.

Mr Forman is the subject of the sentence.

We change ‘He’ to ‘who’

We place commas around the clause we ‘drop-in’

MY EXAMPLES:

Here are two examples of a drop-in clause that I have created.

[1] Maxim, who likes to play soccer, is awesome.

[2] The dinosaur , who was singing Barbie Girl , was chasing the boy.

NOW WHAT?

I rate my understanding level at 1 2 3 4 5 6 7 8 9 10

My confidence level with using these types of sentences independently in my writing is

1 2 3 4 5 6 7 8 9 10

   My writing goals for term 2

IALT: Improve my writing by learning how to ;

* organise my writing into paragraphs 

*use a variety of sentence starters  

*use the correct language feathers of a narrative dialogue 

Use a variety of sentence starters 

To help me with this goal I am using a 'Sentence Starter Menu '     

Year 6 Camp at Waipara

On the 22 of February Rm 10,11 and some people in Rm 24 went to the year 6 Camp at Waipara. On the bus it took us about 1 hour to get to Amberly to have a stop for a toilet stop. After that we headed for to the camp. Then we got into our groups . The groups were Tahi,Rua,Toru,Wha,Rima,Ono,Whetu . Those are numbers in Maori. I was in Rima witch is five in Maori . Two of my friends (Logan and Ashton) were in Toru (3). Daniel B my other best friend was the leader for Rua (2). Then after we got into our groups we went to our first activity. My first activity was abseiling this activity doesn't involve water . This activity is where you have to climb down a rock wall with a harness of course because then you would fall down and hurt yourself and you wouldn't be aloud to do  certain activitys. After all the groups finished the activity they were doing we met everybody where we got into our groups,  we had some cookies/biscuits. then after that we went to the lake to have some free time swimming. Some people thought that there were eels in the water, but there were non which was great. It also had a rope swing which also was fun to have a go on it. Mr Forman was the first one to go onto the rope swing. There are two different rope swings, a low one and a high one, I liked the high one because you make a really big splash only if you swing and jump really high. Then we got all of our towels and went back to our bunk rooms to change into dry clothes. We all met back near the dining room.

My peace dove

Last week room 5&6 made peace doves. Room 5&6 went to look around in room 5&6 and write down things that you like about that exact person. When your twenty full you go back to the mat. Then Miss Coad started giving us our three peace doves. I only finished two of my peace doves and then in about two days we get our faces to put on top of both the doves and connect them to a piece of string.

WALT:make peace doves

SO WHAT:I learnt that lots of people liked me.

NOW WHAT:my next step is to work more

My spelling

WALT spell new sentences using new words from our notebooks.

I decided to go to a picnic with my family.

I was getting an Xbox one on my birthday.

"I'll eat some food" I told my mum!

I'm going to my friends house.

I knew my mum would come to pick me up at school.

It took 15 minutes for me to wait for my mum.

We went to the palace.

When I was outside, suddenly I heard a loud noise.

I wanted to get an i-pad mini.

My mum bought a toy for my brother.


My next step: is to use these words more often in my writing so I don't forget how to spell them.