Flash - Self Correcting, No Fingers and Compound Words

This week the Flash group has had three learning intentions

LEARNING INTENTION
- When we make a mistake, go back and start the sentence again so that is makes sense
- Point with our eyes, not our hands
- To spot and read compound words

SUCCESS CRITERIA
- When we make a mistake we will go back and try the sentence again
- We won't use our fingers to point to words
- We will be able to spot a compound word and tell you what words it is made of

SOLO LEVEL
- Multi because we can do it but we don't always know how or why we do it
- Uni because we can do it some of the time
- Uni because we can do it some of the time

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 trying to draw stuff so I can learn to draw

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 do the pineapple
I liked doing the pumpkin because you got to mix colours

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

Thomas'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

Reading - Order of Events

WALT
Talk about the order of events from a text

SUCCESS CRITERIA!
We can order the events from a text

OUR SOLO LEVEL
Uni Structural
Because we can sort them with some help from the teacher

OUR NEXT STEP
Multi Structural
We will be able to mostly sort them out on our own

Flash Reading - Ask Questions About a Story

WALT
Ask questions about our stories

SUCCESS CRITERIA
We can ask and find answers to questions we have about our stories

HERE ARE SOME OF THE QUESTIONS WE ASKED
Bugs for Breakfast
- Why did they run to the water? (Max)
- Are they going to eat some frogs? (Fletcher)
- I wonder how deep the water is? (Thomas)
- How do they find bugs? (Max)
- I wonder how big they are now? (Thomas)

OUR SOLO LEVEL
Multi Structural
Because we can ask questions but they are not always relevant and we don't always know why we do it

OUR NEXT STEP
Relational
We will be able to ask questions and we will know why we are asking the questions

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

[INSERT PHOTO HERE]

MY SOLO LEVEL

[SOLO LEVEL HERE]

Because [REASON]

MY NEXT STEP

[SOLO LEVEL HERE] 

I will do this by [HOW]

WHAT DID I HAVE TO SAY ABOUT IT?

"[STUDENT COMMENT]"

Term 4 Music

WALT: 

• Use language such as beat, tempo, dynamics, rhythm, pitch and volume
• Keep in time to music

SUCCESS CRITERIA:

• Can explain one or more of the terms beat, tempo, dynamics, rhythm, pitch and/or volume
• Can use an instrument in time to music

Term 4 Discovery

In Discovery we explore a variety of learning through a variety of activities.

TEACHER COMMENT:

• Thomas is developing his fine motor skills and colour matching through colouring, sketching and drawing

STUDENT VOICE:

Term 4 CARE

Term 4 Dance

WALT:

• Move in time to the music.
• Follow a series of movements.

SUCESS CRITERIA:

• Can move in time to the music.
• Can follow a series of movements.
• Have fun!

TEACHER COMMENT:

• We are doing a great job of following the moves and making them big for everyone to see.

NEXT STEP:

• Perform in front of an audience.

Term 3 Mihi

In Room 14 we start each day by saying our personal Mihi. We do this to learn about and incorporate Maori culture into our classroom.

Success Criteria:

• Can introduce myself
• Can introduce my Mother, Father, and Teacher
• Can say where we come from

Next Step:

• To introduce my school, principal, a friend and say my age

Term 3 Gymnastics

In term 3 we were learning to jump and roll in gymnastics.

Success Criteria:

• Can perform two different kinds of rolls correctly (pencil and hedgehog).

Next Step:

• To learn more advanced rolls like the elephant and circle roll.

Term 2 Topic

We are learning to:

• Express our understanding of change.
• Explain how a plant changes

Success Criteria

• I can express my understanding of change
• I can sequencing how a seed changes into a plant

Tasks

• Use play dough or a pen to create a picture for what change means
• I can order a series of pictures into the correct order depicting the growth of a seed into a plant

At the beginning (before teaching)

• Change is... changing activity from play dough to the computer

In the middle (during teaching)

• Change is... we go to another persons house

At the end (after teaching)

• Change is...

Term 2 Writing Sample

Term 2 Writing

We are learning to:

•  Spell some words correctly
• Use approximations according to the initial sound

Success Criteria

• I can spell some words correctly
• I can write the first letters of some words

Next Step

• I am attempting all of my own words using the sounds I can hear

Term 2 Statistics

We are learning to:

•  Sort objects into categories for display
• Make a display of the data collected (pictograph)
• Make statements about data displays

Success Criteria

• My data will be sorted and displayed in a pictograph
• Make statements about my pictograph

      These are the things I said about my pictograph

•       The cats have the most
•       The lady bugs have the least
•       There are 3 elephants

Term 1 Writing

We are learning to:

•  draw a picture to help us think about the story we will write.
•   say our story in a sentence.

Success Criteria

• My picture will be detailed.
•   I can tell my teacher my story.

Term 1 Visual Art

We are learning to

• create a self-portrait
• talk about my own art work and art work created by others.

Success Criteria

• I have drawn all my facial features like my eyes and mouth. All my facial features are the right size and shape and in the right place on my face.
• I can reflect on the process I have used to create my self-portrait and discuss ideas about how I could make changes to my portrait to convey a different emotional response.