Saturday, 22 June 2013

Topic - Venn Diagram

Change - Plants and Seeds

We are learning to understand that:
Scientists follow a specific process and ask questions that lead to investigations.
Plants need many things to move through the life cycle.

We will be able to:
Show the life cycle of a plant.
Label the parts of a plant.
Classify objects using a Venn diagram

We will know we can do this when we can:
Draw pictures that depict the life cycle of plants.
Understand and describe how plants make their own food from water, air (CO2) and sunlight (photosynthesis).
Sort and classify leaves into categories of our own making and independently represent these in a Venn diagram.

Charlotte said, "I learnt that I can put leaves and sort them like smooth and jagged. Next step I'm going think if they are fat or thin."

Friday, 21 June 2013


We are learning to recount events that happened in the past.

We know we can do this when we can:
·    Follow the Writing Process
·    Have a title
·    Write: an orientation telling when, who, what and where the event happened, a     sequence of events using tine connectives and a personal comment to conclude the recount
·    Use the past tense
·    Use a lot of different descriptive words to make our recount more interesting
·    Start my sentences in different ways

Charlotte said, "I learnt to do a recount about something that has happened. There are 4 parts in a recount - the title, orientation, sequence of events and a personal response. I learnt to use cool words that paint pictures in peoples head when they read my story.   I learnt to use similes and onomatopoeia  to make my story more interesting and ellipsis when something else is coming in the story. Next Step:  I will use more descriptive words."

Conflict Unit

We are learning to understand that:
  • there are many perspectives and types of conflict
  • there are a variety of ways to deal with conflict
We will know we can do this when we can:
  • use several strategies to make an \"I feel... when you...\" statement during conflict and know when and why to use them.
  • teach others to make an \"I feel... when you...\" statement during conflict.
  • act as a role model for others to help them make an \"I feel... when you...\" statement during conflict
  • seek feedback on how to improve making an \"I feel... when you...\" statement during conflict.
Charlotte said, "The teachers had a big fight but it was pretend. They taught us what conflict is.  I learnt that conflict is when people disagree or hurt each other.  I learnt to say stop it I don't like it when you hit me so what I would like is for you to say sorry and not do it again.  I use I statements in circle time and in the playground."

Sunday, 16 June 2013


Narratives- Fractured Fairy tales

We are learning to write a fictional narrative by adapting a fairy tale.

We will know we can do this when we can..
Follow the Writing Process – planning, draft copy, editing and publishing
Have a title
Write three paragraphs: an Orientation, a Complication and a Resolution
Write in past tense
Use direct speech (dialogue)
Use onomatopoeia, questions and similes to create pictures with words and build suspense

Charlotte said,"I have been learning to write a narrative especially a fairytale broken up and put back together in different ways.  A narrative has 4 parts - a title, orientation, a complication and a resolution where they solve the problem.  I have learnt to make my writing more exciting by using onomatopoeia and questions in my story. I learnt to write similes like I ran as fast as a lion.  Similes make my writing more exciting.  Next Step: I am going to do more similes in my story."

Statistical Investigations

Statistical Investigations

WALT: collect data, construct a graph, and discuss the results.

Success Criteria:
I will know I can do this when I can:
·      Know what data is
·      Pose questions for investigation
·      Collect data
·      Use tally marks
·      Make a pictograph
·      Make a bar graph
·      Ask and answer questions about the graph

Charlotte's Voice
“I asked, what is your favourite food- cake, donuts, ice-cream, crumble or fudge? I drew a bar graph.  My bar graph shows that 11 people like donuts, 2 people like ice cream, 2 people like apple crumble and 2 cakes and only one person likes fudge.”

Monday, 3 June 2013

Art: Self-Portrait in the style of Matisse

We are learning to draw self-portraits in the style of Matisse.
We will know we can do this when we can:
·       Use bold colours and patterns in a background
·       Draw a black line around the outside of self-portrait to emphasise colour
·       Include all facial features
·       Draw and correctly place all facial features
·       Begin to show other facial features such as eyelashes and earrings

Charlotte said, "I think my picture is good because it looks like lollies are falling down in the background.  We learnt about Matisse. He is famous because he drew really good pictures and they had lots colour and pattern in the background.  My picture is like his.  Next time I will do a different background."