Friday, September 09, 2016

CARE: My progress so far

CARE: My progress so far


The CARE award that I am working towards is:  bronze


The one area of CARE that I am doing best in is:bus          because:i have been behaved on the bus by talking to the person next to me


The one area of CARE that I need to work harder in is: assembly  because: I focus on the speaker and I talk to the people next to me


To show my leadership qualities I am a role model to others in the CARE values by doing/showing these leadership traits: I show resilience by if I cant do something I ask people to help. and I have been a active thinker by thinking before I act.


On the CARE SOLO matrix below I am at this SOLO level: multistructural    because: I need to be reminded to use my care values


Prestructural

Unistructural

Multistructural

Relational

Extended Abstract
I am not aware of the CARE values yet.
I know what the CARE values mean.

I need help to use them.
I can use the CARE values.

I need reminding to use them.
I can use the CARE values independently.
I can use the CARE values independently.

I can role model to others how to use the CARE values.

Friday, September 02, 2016

I can recognise and understand a variety of grammatical constructions and some rhetorical patterns

I can recognise and understand a variety of grammatical constructions and some rhetorical patterns


In this unit I have been learning about:
  • The parts of speech.
  • The types of nouns.
  • The types of sentences.


In this unit, I found challenging…types of sentences because it was hard to understand

Something new I learnt was...i learnt that () are actually called parentheses

Thursday, September 01, 2016

I can apply my knowledge of adverbial clauses

I can apply my knowledge of adverbial clauses and connectives to see how ideas are linked in texts.Screen Shot 2014-10-09 at 11.04.56 am.png

For reading I have been learning about adverbial clauses. I have found this learning… hard because…i am not good at this reading

In this activity (link to activity), I had to change the highlighted writing to the sentence below

water cycle information report writting blog post

`this is my water cycle information report we had to write the process a couple of facts i learnt was the water cycle never ends and another one was that and it never started


Melahkyes mandarin video

Friday, July 08, 2016

Term 2 Te Reo Reflection






Unistructural

     


Multistructural


Relational

Extended Abstract
I can say 1-5 words about celebrations in te Reo Maori.  
With help, I can ask and answer several questions about celebrations, using te Reo Maori.
I can ask and answer several questions about celebrations,using Te Reo Maori.
I can ask and answer a range of questions about celebrations,using Te Reo Maori. I can teach others these questions and answers.

In Te Reo this term I have been learning about using vocabulary around food (Kai) and celebrations (Ngā hākari)

Here are some sentences, with english translation in brackets, that I can say confidently (list 3-4).
  1. He pai ki a koe ngā/te aporo?- Do you like apples?
  2. He pai ki a koe te/ngā _______?    Do you like _______?
  3. Kāore e pai ki ahau te/ nga___ . I don’t like______
  4. Whakatika te tēpu koutou. ( correct the table )
  5. He aha ō mātou pirangi? ( what do we need?)

Thursday, June 02, 2016

Year 7/8 Standard: Reading Assessment task

Year 7/8 Standard: Reading Assessment task
WALT: I can use a use a wide range of comprehension strategies to understand text such as: - using their prior knowledge, along with information in the text, to interpret abstract ideas, complex plots, and sophisticated themes - gathering, evaluating, and synthesising information across a small range of texts - identifying and resolving issues that come from competing information in texts
Complete both texts and write the answers in your own words.
TASK 1 - read the text about Sneakairs

TEXT: EasyJet's Smart "Sneakairs" Makes Sightseeing Effortless

What I already know about navigating with maps?
  • google maps 
  • paper maps
  • GPS
Who created “Senakairs?”?
easy jet's
How do the “Sneakairs” work?
  • they have a built in GPS that connects to your phone and you tell your phone were to go and it will tell your shoes and if you need to go right your right shoe will vibrate
How do “Sneakairs” help tourists visiting a new city or town?
  • they help tourist see more instead of looking at a map and they can go were they need faster because they don't have to look at a map
  • they learn more about the country
What challenge does easyJet need to overcome before “Sneakairs” can go mainstream?
  • However, before Sneakairs can go mainstream, the easyJet team still needs to tweak the prototypes. Among the challenges that need to be addressed is the smart shoe’s three-hour battery life, which is hardly enough for a tourist to catch all the delights a new city or town has to offer!
Can you think of any other uses for smart shoes like Sneakairs? - (give at least 2)
  • heated Nike janoskis 
  • bouncy Nike roshe
Can you think of a better invention than Sneakairs to help us navigate places? Why is that invention better than Sneakairs?
  • a hat that tells you were to go 

TASK 2: The purpose of this task is to identify details that support a main idea.
A main idea that the author David Hill often explores is: New Zealand's natural environment, and how awesome (impressive and amazing) and powerful it can be.
Read the following passages from pages 7, 8 and 9 of "The Sleeper Wakes" by David Hill.
a) Find details in the text that support this main idea. Underline these details.
b) Think about what the 'sleeper' is, and how it would 'wake' up. Highlight details in the text that suggest this development.
Two girls stood with their parents by a car, watching him. So Corey tried to look cool and expert, and he started up the track behind his father.
The blunt pyramid of Mt Taranaki lifted into a blue winter sky. Snow softened the cliffs where lava had flowed, thousands of years ago. High up towards the summit, the ridge of The Lizard showed where more lava had crawled downwards before cooling and setting.
Corey lowered his gaze to the 4WD track twisting up the mountain's north-east flank. Packed grey and green trees rose on either side. After just ten metres, all sounds from the carpark faded away. Only the crunch of their boots broke the silence.
Three steps ahead, his Dad walked steadily. He wore a woollen hat and green Gortex jacket to keep out the June cold. Warwick Lockyer, Department of Conservation Field Officer; expert on Mt Taranaki; tramper and climber.
His father loved this mountain. He loved its silences and stories, the way it tested people. Corey felt the same way. Being up here was the greatest feeling in the world. Pity some other people couldn't see it that way.
* * *
After 30 minutes' climbing, they paused, took deep breaths, and gazed around. The trees were lower. Tangled, waist-high shrubs had taken over, crammed together for shelter, tops flattened by the wind. In summer, white and yellow flowers blazed here, flowers that grew nowhere else in the world. Now everything huddled beneath winter snow.
Far below, the towns glinted like little grey models – New Plymouth, Inglewood, Stratford. Off to the left, the Tasman Sea was a sheet of grey steel.
On the horizon, blue-and-white shapes shouldered upwards: the peaks of Ruapehu, Ngauruhoe, Tongariro. Corey thought of Riki, the other DoC Field Officer. From Riki, he'd heard how Mt Taranaki once stood beside those other volcanoes, fought with them for the love of beautiful Mt Pihanga, then marched away in anger after losing the fight. Hardly any Maori people lived along the line between Ruapehu and Mt Taranaki; they believe that one day, Taranaki would head back in the fire and smoke to find his love again.
Corey stood listening to the silence. A puff of wind slid past. A pebble, loosened by the morning sun probably, dropped from an icy bank nearby.
'Awesome day,' Corey said.
His father nodded. 'Pity Dean couldn't make it.'
Corey glanced up at the dazzling white summit. Dean was a volcanologist who monitored New Zealand's North Island volcanoes to see if any eruptions seemed likely. He came to visit two or three times a year, even though nothing ever happened on Mt Taranaki.
Corey's father was gazing upwards, too. He stretched, and grinned at his son. 'Come on, mate. We're sleepier than this mountain.'