swimming

WHAT? w.a.l,t I have being learning develop my swimming skills


SO WHAT? i have learned stream line on your back. I have done backstrock'skulling and freestyle. I enjoyed pencil diving at the deep end. I found skulling challenging.


NOW WHAT
I what to get better at backstroke.

I need to improve on  doing the brething position better.

My next step is being able to float

Word Study - Blog 1 term 3

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 hydrate which means to take in water, and dehydrate means to lose water.

I have learned that words that have the root spect- mean look / see. For example spectator which is someone who watches a game or someone.

Now what?

I feel that I have a beginning understanding of the root words aqua-, hydra-, and spect-

SLC BLOG

                                                                 SLC BLOG 

What?

I had my Student Led Conference on Thursday 30th June.

So What?

I shared my maths my writing, reading, integrated learning and my art.

I was proud of my sentences starters because it makes my writing more interesting. I was also proud of using paragraphs in my writing.

I enjoyed sharing my art.

Now What?

I want to learn how to do division. For my writing I want to learn when to use punctuation.

  

Travis Wetlands

history of Christchurch wetlands      

before the European settlers.

Christchurch was a wetland habitat. In the 1800's 95./. of Christchurch was a wetlands.

later in the 2000's it shortened  down to 3./..

There is 0./. in wigrim wetlands there is no wetland in wigrim 

                          What a Travis Wetlands provides  

                                        There are 5 unique features of the Travis Wetlands habitat

                                        It acts as a nest by letting animals get some rest.

                                        It acts like a sieve by letting water in and keeping sand out.

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).

Writing reflection

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] Nicholas, who likes being a cow, is awesome.

[2] The teacher, who had been hiding in a box of bananas, shouted at her class.

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

I.A.L.T: improve my writing by learning how to;

Organise my writing into paragraphs

Use a variety of sentence starters

Use the correct language features of a narrative-

dialogue

Use a variety of sentence starts

to help me with this goal i am useing a sentence

starter menu.