Coralee @ Tamaki Primary School: Complex sentences

Well done Coralee for practising how to write Complex sentences.

These ones take quite a lot of thought!



Read Coralee's blog for more - Coralee @ Tamaki Primary School: Complex sentences

Edith @ Tamaki Primary School: Compound sentences

Next, we learnt about Compound sentences.

Read Edith's post to find out what compound sentences are!



Edith @ Tamaki Primary School: Compound sentences: WALT: write compound sentences

Syraiah-Lee @ Tamaki Primary School: WALT write simple sentences.

We have been learning about differnet types of sentences because in our writing test that was something we all needed to work on.



Firstly, we learnt about simple sentences.

Check out Syraiah-Lee's blog post to find out more about simple sentences.



Syraiah-Lee @ Tamaki Primary School: WALT write simple sentences.

Hiria @ Tamaki Primary School: WALT:navigate our google drive properly

Great work Hiria completing your cybersmart task for this week.

If you want to know how to search for your work on Google Drive, check out Hiria's blogpost!



Hiria @ Tamaki Primary School: WALT:navigate our google drive properly

Coralee @ Tamaki Primary School: WATER WORRIES

Great work Coralee. You have shown that you know how to find the main ideas in a story and write a 2 sentence summary for it. You are on your way to achieving your goals!



Coralee @ Tamaki Primary School: WATER WORRIES: T1 W5 I am learning to summarise a text I can put the main ideas of the page into one or two sentences Water Worries - School Journ...

Hiria @ Tamaki Primary School: A Recount About Spellig

Great feelings Hiria - also great paragraphs. You have got the who/what/when/why/who/where part and your story is in chronological order. 
Next steps - adding more detail about what was happening. For example, instead of saying 'we had to spell the word', you could say 'I thought about the word, it rolled around in my head, and my hand magically began scribbling out the letters N-E-T, before I even realised I was writing!'.



Hiria @ Tamaki Primary School: A Recount About Spellig: My spelling Words. Spelling was little hard ,boring, the worst time but i like the spelling test but  it long to write and it 100 wor...

Coralee @ Tamaki Primary School: Recount Spelling test

I like how you have included why spelling is important. You have got the who/when/where/what part, and also you have got paragraphs which is awesome. 
Next steps - adding more interesting words, adjectives and similes.



Coralee @ Tamaki Primary School: Recount Spelling test: Monday 20TH Feb 2017 Today room 7 is doing a spelling test as miss ashley call out the words we need to spell.it was easy at first then i...

Lydia @ Tamaki Primary School: The Worst Spelling Test Ever!

Lydia this is a great recount, yes I know it was a boring topic, but you have made it interesting by using adjectives, similes and dialogue (talking).
Next steps - don't use 'like' as a sentence starter, and maybe adding in who else was there (for example, my friend Hevani was sitting next to me, and I could tell she was bored too because of how she kept sighing).



Lydia @ Tamaki Primary School: The Worst Spelling Test Ever!: Hey guys. Today room 7 done a practice test about our spelling test. Give me some feedback on what you think about it. Bye! Test: T...

Stanley T @ Tamaki Primary School: my recount

Good start Stanley! You remembered your paragraphs this time, yus! 
Your events are in order which is good, you have also got the who/what/when/where. Awesome. 
Next steps - adding more detail to your writing, such as how you felt or what/who distracted you.



Stanley T @ Tamaki Primary School: my recount: On monday 20 th feb 2017 My class had a spelling test in the classroom I grabbed a book to lean on because I didn't want to sit on the ...

Inquiry - Term 1, Week 2

This week we are learning about the part of Hauora called Taha hinengaro, which is about our emotions and feelings. 

We talked a lot about all the feelings and emotions we know about, and how these affect us.

For example, when we are upset, tears come from our eyes. When are happy, we often smile. When we are nervous, we sweat and shake, and sometimes our face goes red. 

Next, we acted out what scenarios could happen to make us feel a certain way.

Think about your own feelings - what is one emotion you like to feel? How does it affect you and your body? Can you think of a scenario when you feel this emotion? 

Share it in a comment below.

Room 7 Kawa of Care 2017

Today we did our first Cybersmart lesson - Miss Ashley read us the student obligations of the Kawa of Care document. Next we split into groups and made up a skit for 2 different obligations students must agree to, before using their netbook in and out of school.

Check out our movie explaining the Kawa of Care!

Writing our pepeha

This week as part of our Treaty of Waitangi studies we learnt about what a pepeha is, and then we wrote our own.

Check out some of us saying our pepeha below.

Participating and Contributing

This morning we talked about our school values, which are Ako, Rangimarie and Tukumarie, Whanaungatanga and Manaakitanga. We talked about how we can show these values in different areas of the school. Then we put up our ideas on post-it notes and put them into the right category.

Then we summarised everybody's suggestions and formed our class treaty. 

(Click here to view it).

This treaty is a way for our class to agree on all the behaviours we expect from each other. If somebody is doing the right thing, we can say 'wow you are really showing Ako today by explaining that to your friend', and if somebody is not doing the expected behaviours, we can say 'how do we show Rangimarie in the class?' and that person will be reminded of what they should be doing.

Maths language

This morning we talked a lot about maths language, or words we use in maths. 

These words can sometimes be confusing, and sometimes when we do a test, we don't know what the words mean so we don't know what strategy to use.

Miss Ashley gave us a bunch of pieces of paper that had maths words on them. 

Here are some examples

count on

add

combined

take away

times

same as

share

split

total

In groups, we had to organise them into groups that were similar. The groups were 

+ - x ÷ = 

Here are some photos of us organising them -

Next, we talked about which maths words we put into each category and why we put them there.

For example, one group explained that they put 'count on' into the + category because counting on is one strategy to add numbers together. If we all agreed that a math word belonged in that category, we put it on the wall next to its flower. Some of them were questions from tests that we had to put into a category as well.

Here are our math garden flowers.

Plus                                                             Minus 

Divide                                                            Equals

Multiplication

We can use these to help us find the right strategy to use whenever we get stuck on a maths problem. 

Throughout the year we can add to these with new maths words we learn and new questions we solve, so that our knowledge of maths language is always growing, just like a garden.