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Embedded Files
Moana Daily Schedule.pdfMoana Daily To Do (1).pdfWeek 2 T4!.pdf.
Numeracy - Y3&4
Numeracy - Y3&4
IKAN Test
ikan1_audio.mp4What am I learning?
To answer knowledge questions as fast as I can
How can I make sure I am successful?
-Read and listen to the questions
-Use our math knowledge skills to answer the questions as quick as we can
-Write our answers down as quick as we can
-Improve each time we do the test
Activity description/steps:
1.Watch the video above.
2.Play the test and listen to and or read the questions
3.Use our maths knowledge to answer the questions as fast as we can
5.Have a look at where we went right and wrong
6.Complete the test again. Did you get any more correct than the last time?
Extras for early finishers
Play the test again and see how many more you can get right
Resources:
Numeracy - Y5&6
Numeracy - Y5&6
Can you Kayak?
Can You Kayak Activity.pdfWhat am I learning?
* To write and read algebraic expressions.
How can I make sure I am successful?
* I can write out the question using algebraic expressions
* I can balance the equation.
* I am showing my working out.
Activity description/steps:
We are going boating in Crescent Bay! There are dinghies and kayaks available for us to use. First we must find out how many people can safely go in a dinghy and kayak.
1. Write the questions in the activity sheet using algebraic expressions and symbols.
Eg. One kayak and two dinghies can hold eight people. What does the k and d represent?
1k + 2d = 8
2. You can use a table like the one below to figure out how many people can fit in a dinghy and kayak. Start with a smaller number of passengers first, play around and see which numbers give you a balanced equation.
Reading - Y3&4
Reading - Y3&4
Ugly
Ugly-SJ L2 Nov 2014.pdfTo read a narrative and ask and answer questions to show that I understand/comprehend what I am reading
How can I make sure I am successful?
-Read the story/narrative
-Answer 5 questions about the story
-Ask a family member 5 of your own questions about the story
Activity description/steps:
1.Read the story UGLY to yourself for fluency so it will sound really good when you read it aloud.
2.Read the story aloud to a family member really fluently so it sounds great and they understand.
3.Answer the 5 questions below
What is the native bird this story is about?
List 5 - 10 words the writer uses to describe the bird.
What do the words petition, donation and conservation mean?
What is the problem and solution in this story/narrative?
What is something that you would like to petition for? Free computers and the internet? Free lunches at school? Let us know and tell us why.
4.Ask your family member 5 new questions about the story and see if they can get them all right!
Extras for early finishers
Create a poster for something you would like to petition for.
Resources:
Reading - Y5&6
Reading - Y5&6
Something Alive!
Something AliveWhat am I learning?
* I am learning about how authors can use words and images to create meaning.
How can I make sure I am successful?
*I have read the graphic novel.
* I have answered the comprehension questions.
* I have thought about my own experiences which relate to the author and the story.
Activity description/steps:
Jem Yoshioka was born and raised in New Zealand to New Zealand-born parents, but her Japanese ancestry is a living part of her. This graphic novel, written and drawn by Jem, explores a struggle we are all familiar with- seeking to understand who we are and where we belong.
Read the text and answer the comprehension questions:
“My features are ambiguous”. What does ambiguous mean and why might that “make things easier” for the Jem?
Why do people want to “dress me up in armour…” or “cast me in chrome…”?
What does it mean when Jem says she “feels lost in both places”? How is this feeling illustrated throughout the text?
What do you think the rabbit symbolizes?
How does Jem find a solution to her struggles?
Extras for early finishers
Record yourself reading the story. You are reading to express the emotions the protagonist feels.
Have a go at drawing your own graphic novel. It can be a simple statement about your identity, family or heritage. Think about what you want to say and how you could illustrate this.
Writing - Y3&4
Writing - Y3&4
Draft
What am I learning?
DRAFT WRITING - to write a narrative/story
How can I make sure I am successful?
-Use the correct language (WOW words)
-Use the correct structure (beginning, middle and end)
-Use sentences and paragraphs
Activity description/steps:
1.Using your BRAINSTORM and PLAN from yesterday write your story (Don't forget a title for your story)
2.Use WOW words to make your story interesting.
3.Use sentences and paragraphs.
4.Paragraph 1 should be about the who, what, where and when.
5.Paragraph 2 should be building up to the problem and about the problem.
6.Paragraph 3 should be about ending your story with the problem being solved and any lessons that are learnt.
7.Make sure you miss lines so you can EDIT tomorrow.
8.Ask a family member to assess your writing to make sure you have used the WOW words, used the correct structure (beginning, middle and end) and have written sentences and paragraphs.
Extras for early finishers
From one of your reading stories this week make a list of 10 WOW words
Resources:
Writing tools - Pencil and paper
Writing - Y5&6
Writing - Y5&6
Write and Revise
What am I learning?
* Writing and revising my own character description.
How can I make sure I am successful?
* I have used the planning template to create my own original character.
* I have written 2-3 paragraphs describing my character and revised my writing.
Activity description/steps:
Today you will create your very own original character! Your original character could be from the same setting as your favourite character from yesterday’s activity, or they can be from an entirely new story.
When you are creating descriptive writing, it is important that you show rather than tell. Telling relies on simple statements - “the man was old”.
Showing creates the understanding or feeling through descriptive and figurative writing - “his fading grey hair and wrinkly dry skin showed his old age”.
By describing and showing your character, it allows the reader to create a vivid picture of your character in their mind.
First, plan your original character using the planning templates. You can choose either one of these 3 templates. The more details you have in your plan, the easier it will be to write about your character later.
Female Character Description.pdf
Male Character Description.pdf
Character Description - Option 4.pdf
From your plan, select the most important features of your character and expand on these ideas. Write 2- 3 paragraphs describing your character. Have you simply stated what your character looks like, or have you described your character’s personality and motivations as well? Remember to show rather than tell!
Revise your descriptive writing. Go back to your planning and see if you can include any other important details about your character.
You can revise your writing by reading your character description to yourself or to your whānau.
Once you have completed your character description, share your work on Class Dojo or with your teacher.
Resources:
Female Character Description.pdf
Male Character Description.pdf
Character Description - Option 4.pdf
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