Adverbs

Adverbs are words that describe verbs, nouns and even other adverbs. They can also add more information to a word.

Most adverbs have 'ly' at the end of the word. For example: cloudly, clearly, confidently, annoyingly, rapidly and more.

Adverbs often describe: when?, where?, how? and to what extent? 'When' adverbs describe when or how often does something happens. Examples: tomorrow, now, then, always and etc. 'Where' adverbs describe where something happens. Some examples are: outside, inside, there, here, up, down, backwards and etc. 'How' adverbs describe how an action happens. Examples: quickly, peacefully, quietly, annoyingly and etc. 

Adverbs help us understand how to describe verbs.

LI: To learn about adverbs.

Badge Bidding | Respect Silver

I got the respect silver badge. I got this badge for looking after the environment by picking up rubbish when I am not asked to. I think this is a good skill to have because respecting the environment is helpful to other people and the earth.

LI: To bid for a badge.

Basic Facts Boxes

Today I completed basic fact boxes up to 20. The objective of this challenge is to get quick at answering basic fact questions. I answered the equations in 2 minutes and 15 seconds.

LI: To remeber basic maths facts.

Digging | Volleyball

Digging is the receiving position in volleyball.

To dig, first start with putting one leg in front of the other.

After that, clench one hand and hold the clenched hand with the other hand. (Make sure to keep the elbows straight).

Bend the knees slightly.

Next, get ready to recieve the ball.

When the ball comes to you, hit the ball with the forearms which should lead to the arms being aligned with the shoulders.

LI: To learn how to dig.

Comment Thread | Open & Closed Questions

In our commenting session we created a response to room 4's comment.

First, we made a Google Document which included our comment that we were making. We needed to include the structure of a comment which is: greeting, positive feedback and question. We replied to the two questions room 4 asked us.

After that, we created closed questions then we made them into open questions. Next, we picked the one we liked better.

We created a reply to the question. Then we structured the comment. We put together the greeting, the positive feedback, the answer to the questions and the question.

I enjoyed making a comment to room 4.

LI: To reply with open questions.

Maori | Rivision

In our Maori session we were revising numbers, feeling, weather and the daily routine in Te reo Maori.

We first did the daily routine and answered questions like: He aha te ra? He aha te huarere? Kei te pehea koe? and more. We learnt the meaning of 'inanahi' which meant yesterday. The question was He aha te ra inanahi, meaning what was the day yesterday.

After that, we translated the Maori numbers into English. There were ten numbers.

Next we found images to match the feelings and weather. There were new words that we learnt. They were: Ngenge (tired), ongaonga (disgusted), manaaki (helpful/supportive), manahau (excited), kapua (cloudy) and more.

I found this activity both difficult and easy.

LI: To learn new words and revise numbers, feelings, weather and the daily routine in Te reo Maori.

Tenses

Tenses are the three things that tell about an action. There are 12 different types of tenses.

The three things that tell about an action are time, continuance and completion. Time includes past, present and past. Past is something that has already happened. Present is something that is happening at the time of speaking and past is something that has not happened.

Continuance includes: simple and continuous. Simple is one specific thing and continuous is still going on.

Completion includes perfect. Perfect is a completed action. It is not the same as past. However, something can be in the past but it may not be completed.

The types of tenses are: past simple, present simple, future simple, past continuous, present continuous, future continuous, past perfect, present perfect, future perfect, past perfect continuous, present perfect continuous and future perfect continuous.

The 12 different tenses help us with understanding what type of tenses to use in communication.

LI: To learn about verb tense.

Fractions | Proper, Improper & Mixed Number Fractions

Fractions are equal parts cut from a whole object. There are three different types of fractions and they are, proper, improper and mixed number fractions.

Proper fractions are fractions that have the denominator bigger than the numerator. Improper fractions are fractions that aren't suitable and have their denominator less than the numerator. Mixed number fractions are fractions that have a whole and fraction, for example: 1 and 2/5.

People can convert each fraction into a decimal representation by dividing the numerator by the denominator. For example: I have 8/10, 8 ÷ 10 = 0.8. This means the decimal representation of 8/10 is 0.8.

LI: To identify the three types of fractions (proper, improper and mixed number fractions).

QAR Task

I identified the different question types. The questions are: right there, think and search, author and me, and on my own. I answered the right there, think and search and author and me questions by skimming and scanning the book for hints and statements. I answered the on my own question by using my prior knowledge to come up with an answer.

I put the 'What is the drinking water company's name?' question under the right there slide. I looked at pages 1-2 because I thought the answer would be in the beginning of the book and I got the question correct.

I put the 'What does the water tank code do?' in the think and search slide. I looked in pages 2-3 because if the name company was in the beginning of the book then I could read a little bit further into the book. The answer was correct.

I put the 'Why doesn't Ryder's family have as much water as the Carter family?' in the author and me slide. I looked in page 2 because there were hints of how Ryder's sister's school clothes weren't washed. The answer was correct.

I put the 'What do you think happened to Ryder?' in the on my own slide. I did this because there were no hints in the book about what happened to Ryder.

I thought that this task was easy because I have already learnt about the different questions.

LI: To identify the question types.

Class Blog Post | Maths

My class blog post on Mr Ogilvie's maths task can be found here.

Commenting Thread | Open & Closed Questions.

Open questions are questions that can be answered in full sentences. Closed questions are questions that can be answered with one word.

When we comment, we want to use open questions so that we can get a reply, and answer back. 

You can make closed questions, open questions by adding either a verb at the beginning of the questions, adding 'why?' to the end or making the singular words, plurals. 

LI: To create a dialogic conversation using open questions.

Volleyball | Serving

In volleyball, the serving technique starts the match with the opponents.

To do an under-arm serve, start with holding the ball with the non-dominant hand. The ball should be aligned with the hips. The dominant hand should be behind the back and open.

The non-dominant foot should also be in front of the dominant foot.

Once that position is completed, toss the ball up slightly. Then bring the dominant hand to the ball, causing the ball to make an arch forward.

To do an over-arm serve, start with holding the ball aligned with the shoulder. The dominant hand should be above the head, like a hand up and open.

The non-dominant foot should also be in front of the dominant foot.

Toss the ball up just above the head. Then hit the ball with the dominant hand.

LI: To learn how to serve the ball in volleyball.

SSR Selfie | Who's Horrible in History

Today I completed the SSR Selfie can-do. The objective of the SSR Selfie can-do is to learn how to summarise or retell a text. The book I read was called: 'Who's Horrible In History'. The book was very interesting and I learn many new things about horrible people in history. One thing I learned was that: The tsar’s men had thrown Lenin’s mother in a freezing river because she smelt bad.

LI: To summarise and retell a text.

Maori | Revision

In our Maori session, we revised the numbers, days of the week, feelings and weather in Te Reo Maori.

Piriona is billion, miriona is million, mano is thousand, rau is hundred, tekau is tenand tahi is one in Maori. We looked at translating numbers from Maori to English.

After that, we wrote down the emotions in Maori that matched a photo. For example, we did 'Kei te riri', which means 'I am angry'.

Next, we translated the weathers from Maori into English. For example, the sun is shining is 'Kua whiti te ra' in Te Reo Maori.

LI: To revise the numbers, days of the week, feelings and weathers in Te Reo Maori.

Basic Facts Boxes

Today I completed basic fact boxes up to 20. The objective of this challenge is to get quick at answering basic fact questions. I answered the equations in 2 minutes and 12 seconds.

LI: To remember basic maths facts.

Class Blog Post | Maths

My class blog post on Mr Ogilvie's maths task can be found here.

Class Blog Post | Reading

My class blog post on Mr Wong's reading task can be found here.

Inferring | Reading Strategy

Inferring is a reading strategy where people use their prior knowledge to figure something that is not stated.

To infer people start with trying to identify the image/sentence. For example, if someone is trying to infer things about this image:


First, people start with using their prior knowledge. For example, someone might know that this image has a chameleon in it. They also might know that chameleons shoot their tongues to catch and hunt their prey.

If people know that then they can make an inference like this: I infer that the chameleon is hunting its prey.

LI: To infer information that is not stated.

Inference Poster


Inference activity


Inference activity

Fractions & Decimals

Fractions are equal parts cut from a whole object. Decimals are numbers that are less (>) than one.

Fractions are how people share things. For example, there is one pizza and someone is trying to share the pizza amongst everyone. If there are 6 people in the room that want pizza, first people cut the pizza into thirds. Then they cut the thirds in half and it makes 6 pieces, which is also sixths.

There are two parts of a fraction and they are: denominator and numerator. The denominater is the number on the bottom which represents how many people want that thing. The numerator is the top number and they represent how many pieces of the whole you own.

The denominator of all fractions can go up depending on how many people want some of the object. The numerator can go up depending on how many pieces you own.

LI: To investigate fractions and decimals.

Comment Thread

Today I decided to comment on Mahdi's blogpost about the art activity. The question I asked was about how the story Mahdi told through his art connected back to him. I asked him this question because I didn't understand the story. One thing I liked about Mahdi's art was the colour scheme.

Here is a link to the comment thread: https://pbsmahdif.blogspot.com/2020/05/art.html?showComment=1591832450470#c3753352476963618872

LI: To create a dialogic conversation using the commenting section.

Basic Fact Boxes

Today I completed basic fact boxes up to 100. The objective of this challenge is to get quick at answering basic fact questions. I answered the equations in 2 minutes and 15 seconds.

LI: To remember basic maths facts.

Volleyball | Kiwi Sport

Setting is the ready position in volleyball.

To set the ball, get ready with the starting position. The feet need to be shoulder width apart and slightly bent.

To push the ball, the knees and elbows need to go from a bent position into a straight position thus propelling the ball. 

When someone sets the ball it should end up over a person's head. The feet should stay on the ground when getting ready.


When the ball comes to a person, they should get in the ready position and set the ball.

LI: To learn the basic techniques to set the ball.

Light & Sound | Vocabulary

In our inquiry session we were learning about the vocabulary of light and sound. Sound is the vibrations that can be heard by someone or something. Light is energy that makes things visible.

We first aligned words to the correct meaning. For example a word was transparent. We connected the meaning which was 'light can travel through'. My group and I understood the meaning because we had prior knowledge of transparent. There were three sites that could help us understand the defintion of the words.

Our second activity was to find, draw, animate and act four words from the vocabulary list. We found photos of the words prism, pigment, laser and photon and wrote the definition of it. We drew the a picture of the words vibrate and reflect. We animated the words that we couldn't get a picture of which was vibration and echo. Then for act we made a video of words pigment and decibels that we also could not find a picture of.

I enjoyed this activity and learned the meaning of some words.

LI: To learn the vocabulary of light and sound.

SSR Selfie | 100 Things you should know about Ancient Egypt

Today I completed the SSR Selfie can-do. The objective of the SSR Selfie can-do is to learn how to summarise or retell a text. The book I read was called: '100 Things you should know about Ancient Egypt'. The book was very interesting and I learn many new things about the Ancient Egypt. One thing I learned was that: Ramses II ruled for over 60 years.

LI: To summarise and retell a text.

Geometric Masking Art

In art we were making geometric art using the masking technique. Geometric means simple shapes. Masking is hiding an area of something.

First we practised sectioning the parts off digitally on a Google Drawing to get an idea of how to section off pieces of the paper.

Then we moved onto the real copy. We first created the frame, after that we sectioned off the pieces. The technique we used was to section off big parts then section them smaller.

After that we started colouring. To colour in the sections we moved the pastels in one direction to get a sharp look to the shapes.

I think the art turned out really good at the end and I enjoyed the activity a lot.

LI: To create geometric art using the masking technique.

Number Chart | Maori

In Maori we were making a number chart in Te Reo Maori, we were also answering questions for our daily routine.

The number chart had numbers up to one hundred. One in Maori is, tahi and one hundred in Maori is, kotahi rau.

To write numbers in Maori first you need to write whatever number that is the tens. For example, if I want to write the number 74. First I need to find the number in Maori 7 is 'whitu' in Maori. Then you need to write 'tekau' after whitu like this: whitu tekau. After that write 'ma' then the one which is 4 in this case. Four in Maori is 'wha'. In the end it should look like: whitu tekau ma wha.

This activity was informative and I learned more of the numbers in Maori.

LI: To create a number chart in Te Reo Maori.

Class Blog Post | Writing

My class blog post for writing can be found here.

Verbs

Verbs are words that describe actions.

There are three different types of verbs. They are physical verbs, mental verbs and state of being words.

Physical verbs are actions that people do, for example: recline. Mental verbs are actions that are in the brain/mind. State of being verbs are actions that identifies what or who a noun is. There is only one state of being verb (be) but it has many versions of it.

Verbs can help people describe actions.

LI: To learn about verbs.

Class Blog Post | Reading

My class blog post about reading can be found here.

Making Predictions | By the River

We made predictions for reading. Predictions are educated guesses. The education comes by using our prior knowledge and clues from the text.

One prediction I made was that Kenzie would feel lonely because of Chloe playing with Maddie Ng. This prediction I made was correct.

Another prediction I made was that Kenzie would stay out late near the river. This prediction I made was incorrect. What really happened was that Kenzie only stayed out a little bit because she needed to eat.

I think this was a good way to predict. I can use the Google Document when I read by myself because it can help with my predicting.

LI: To predict the things to come.

Measurement | Volume and Capacity

Volume is the amount of space an object or item has. Capacity is the amount of liquid an object can hold. The standard forms of measuring capacity are litres (L) and milliliters (ml). To measure these things, people often use measuring cups or cylinders.

Estimating is an educated guess to the amount of something. To estimate volume people just look at the object and try to guess the width, height and length. After that they multiply it all and get the estimated volume. To estimate the capacity of an object people use either ml or L.

To convert ml to L people often divide by 1000. To convert L to ml multiply by 1000.

LI: To explore standard forms of measuring volume and capacity.

Class Blog Post | Writing

My class blogpost for writing can be found here.

Class Blog Post | Writing

My class blogpost for writing can be found here.

Class Blog Post | Inquiry

My class blogpost for inquiry can be found here.

Properties of Light

Light is an element that makes things visible. Property is a characteristic or attribute that something owns.

One property of light is that: light can’t show through opaque (not able to see through) objects. The experiment showed that when Chisa covered the light with an opaque object the light didn't go through the opaque object.

Another property is that: light can create a rainbow because the prism shows all the lights colours from red to violet. The experiment showed that when Mr Wong put the flashlight on top of the prism it created a rainbow. This is because the prism seperated all the colours from red to violet.

Another property is that: light changes positions depending on the angle of the mirror. The experiment showed that when Chisa put the mirror in front of the flashlight on an angle the mirror reflected off it and when in another direction.

There are more properties of light on the DLO.

LI: To observe the properties of light.

Class Blog Post | Reading

My class blogpost on Mr Wong's reading task can be found here.

Basic Fact Boxes

Today I completed the subtraction sheet three for basic fact boxes. The objective of this challenge is to get quick at answering basic fact questions. I answered the equations in 1 minute and 26 seconds.

LI: To remember basic math facts.

SSR Selfie | Traits and Heredity

Today I completed the SSR Selfie can-do. The objective of the SSR Selfie can-do is to learn how to summarise or retell a text. The book I read was called: 'Traits and Heredity' by Joseph Midthun and Samuel Hiti. The book was very interesting and I learn many new things about the traits and heredity of animals and humans. One thing I learned was that: One variety of corn may resist disease better than another variety does.

LI: To summarise and retell a text.

Plurals | Writing

Plurals are more than one thing. Plurals have many rules to them, they also have exceptions.

Most nouns have an 's' at the end to make it plural. However, if a noun ends with a 'y' then people often change it to an 'i' and add 'es' to the end. For example: bunny, bunni, bunnies.

If a noun ends with 'f' or 'fe' then people often change if to 'v' or 've'. For example: wolf, wolves. There are some exceptions to this rule. For example: belief, beliefs.

Plurals can help with identifying the amount of something.

LI: To describe objects using specific and interesting nouns and adjectives.

South Pacific Beats | Interactive Summary

We were making an interactive summary about the article South Pacific Beats. The first thing we did was to learn the reading strategies that helped us understand the text.

The reading strategies we practised were: prior knowledge, visualising, skimming and scanning. Prior knowledge is when you already know things about the topic of the text. Visualising is the process of understanding some of the text and then drawing what you understand. Skimming is when you read a text quickly to understand the general idea of the book. Scanning is when you look for specific information in a text.

After that we looked at the vocabulary. Vocabulary is when you define the words that you think someone doesn't understand or you think you don't understand.

We read the article until we understood the text. After that we created an interactive summary. We wrote a summary about the article then added the details. A summary is a brief description about the whole text. Details are the specific information about the book.

LI: To create an interactive summary of the article South Pacific Beats.

Weight | Measurement

Weight is how heavy an object or item is. The standard forms of measuring weight are tonnes (T), kilograms (kg) and grams (g). To measure these things, people often use scales or balance scale.

Estimating is an educated guess to the amount of something. If a person knows that the weight of a stick is 3 markers, then they can compare the markers on a scale. If they know the weight of the markers then they can make an estimation.

To convert kilograms to tonnes, divide the number by one thousand. To convert grams to kilograms divide by one thousand. If the measurement is 18 kg, then divide by one thousand the numbers shift to right.

LI: To explore standard forms of weight.