Term 2 Art Attack

LEARNING INTENTION
To produce a piece of Maori art using sketching and painting

SUCCESS CRITERIA
Sketch and the paint a koru using simple sketching skills and the dip and sweep painting technique

LEARNING OUTCOME
My learning outcome was Relational because I used a variety skills to produce my art

WHAT DID I HAVE TO SAY?
I liked doing the little korus because there was a big one and a little one

Discovery

11.4.201
One of today's discovery activities is doing mazes in Rm16. Fletcher and Bobby demonstrated excellent thinking skills!

"I did heaps of monstrous and the big one helps the person", said Fletcher.

"My one has heaps of spiders and monsters, and there is an invisible gate for the bombs, and the prize is 10,000 diamonds", said Bobby.

Superman - Describing a Character

WALT
Describe characters

SUCCESS CRITERIA
Talk about what a character looks like and acts like

WHAT DID WE WE DO?
We described the animals in our book. We looked at the words about their feathers. Like brown and grey or white stripes or glossy.

Keto's Tail
- "Green with a dark green bit and little stripes all over it" Dylan
- "Black dots on the green" Jennifer
- "A little bit of green, a little bit of black and spots" Tania
- "Black and green with black spots" Naimh
- "It's black, it's got some black dots and it's green" Green
- "It's black and green with some black Ws" Bobby


OUR SOLO LEVEL
Uni Structural
Because we can think of a bunch of describing words with support

OUR NEXT STEP
Multi Structural
We will be able to describe characters using interesting words without support

Maths - Making Tidy Numbers

LEARNING INTENTION
We are learning to make a tidy number

SUCCESS CRITERIA
We can take away or add to a number to make it tidy (end in zero)

LEARNING OUTCOME
Extended Abstract because we could teach someone else

Art - Sketching

LEARNING INTENTION
Today with Mr Shaskey we learned about sketching and drawing. We learned to set he limits, draw the outline and then add the shapes.

SUCCESS CRITERIA
We can follow instructions and sketch some fruit and vegetables

LEARNING OUTCOME
Relational because I followed instructions and finished my sketch

NEXT STEP
To practice what I learned

WHAT DID I THINK?
It was hard to mix the colours on the pumpkin, it took a long time to do
I liked doing the pineapple because I like the yellow green bit

Superman - Non-Fiction

LEARNING INTENTION
To identify a fact

SUCCESS CRITERIA
Find a fact in a non-fiction text

LEARNING OUTCOME
Bobby - Skin - It protects you from dirt and germs, it is waterproof, it is stretchy
Tania - Pigs - A male pig is called a Boar, Female pigs are called Sows, baby pigs are called piglets
Niamh - Cats - Grown up Cats like to play to stop them from getting bored
Anna-Bella - Ambulances - They have sirens and flashing lights
Jennifer - Sharks - Tiger Sharks have a good sense of smell
Dylan - Rugby - The ref blows the whistle to start the game

We were Uni-Structural because we found our facts but we needed help

NEXT STEP
To find more facts and write them in a non-fiction text of our own

Bobby's photo on Monday, 14 April 2014

Bobby's post on Friday, 4 April 2014

Maths - Fractions

WALT
Create and write fractions

SUCCESS CRITERIA
We can make fractions with shapes and write fractions

OUR SOLO LEVEL
Relational
Because we can identify and make shapes that are halves and quarters

OUR NEXT LEVEL
Extended Abstract
We will be able to teach others how to do this

Superman Reading - Read in our Head

WALT
Read a story in our head

SUCCESS CRITERIA
We can read a story in our head

OUR SOLO LEVEL
Relational
Because we know how to do it and why we are doing it

OUR NEXT STEP
Extended Abstract
We will be able to be role models to other people

WHAT DID WE HAVE TO SAY ABOUT IT?
"It was okay but sometimes I whispered the hard words" - Jennifer
"It was a little bit tricky because we didn't know the girls name" - Tania
"It was hard because it was not very quiet" - Anna-Bella
"The noise made it hard to read" - Niamh
"It was a wee bit tricky because some of the words were hard to understand" - Dylan
"I found it easy, I know how to read fast" - Bobby

Art Attack - Term 1

WALT

Plan and create a piece of art that depicts a native New Zealand creature

SUCCESS CRITERIA

I can follow a plan and use a number of techniques to create my painting

MY SOLO LEVEL

Unistructural

Because I can do this with support

MY NEXT STEP

Multi structural

I will try to do this without support

WHAT DID I HAVE TO SAY ABOUT IT?

"I found the ruler hard, I like the painting"

Bobby star of the day

We are learning to show and talk about using our CARE values at Oaklands School.

Students who successfully display their CARE values get to be the star of the day.

Term 3 Maths - Numeracy

We are learning to count backwards from the biggest number to solve subtraction problems.

Student comment: I can count backwards without any fingers.

Bobby's mihi

Te Reo Māori Mihi

We are learning to:

• Introduce ourselves in Te Reo Māori.
• Communicate personal information, such as our name, parents’ and grandparents’ names and home town in Te Reo Māori. 

To be successful we need to:

• Speak clearly and fluently.
• Use short simple sentences of Te Reo Māori to communicate personal information.

Term 3 Physical education: Gymnastics

We are learning to:
Create and perform a sequence which links two shapes through rolling, traveling or jumping.

Student Comment:
I have enjoyed doing shapes.

Term 3 reading

Teacher question: What does a good reader do?
Student answer: Sound out words.