te reo reflection term 2

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 ke a koe nga/ te aporo? (do you like apples?)
2. He pai ki ahau ngā/te āporo. - ( I like apples/apple )
3. Kaore He pai ki ahau ngā/te āporo ( I don’t like apples )

student led conference

The things I enjoyed most about my SLC were: my parents asking a lot of questions because when they did i knew they were interested

What went well and why? seeing my parents smile when I told them about my learning which showed me they were proud

What were the challenges you faced when preparing and presenting your SLC?

the challenges I faced was the internet being very slow

What changes would you make for next time and why? maybe explain it a bit better so they understand what I mean better

Visual art

Visual Art: WALT: Apply knowledge about shapes and patterns derived from nature into an original artwork

For Visual Art the SOLO level I achieved was: extended abstract because I used all of the techniques and did a range of colours.

the techniques I used in my art work to achieve this level were:shading ,moving colours and glazing

Here is a photo of my artwork:

My next step in visual art is: to use more shading so it looks more 3D

reading assesment week 5

Year 7/8: I can use my growing wide range of academic and content-specific vocabulary to understand texts.

Name of Text: Underground Explorers

Definitions

Void: an empty space or vacuum. Fluorescent: able to give off visible light after being exposed to a source of heat, light, or other form of energy Vulnerable: able to be hurt or injured Interconnected: to connect or cause to be connected one to the other or others. Seldom: not often; rarely.

Example/Non Example	Is a void messy? Why or why not?	No a void is not messy because it is an empty space which has nothing in it so it could not be messy.
	Which color is the most fluorescent at night? Why?	White because the moon is white and that is light we get at night
	Why are elderly people more vulnerable than children? Why?	Because children have a lot of energy and elderly
	Which is more interconnected; a vine or a dandelion? Why?	vine because the tangle up and get connected most of the time
	Which is more seldom; the Olympics or an election in NZ? Why?	Olympics

Word Associations	The plants in the garden are die during a frost	vulnerable
	There were lots of different paths that joined each other	interconnected
	I made a shot from halfway while facing backwards.	seldom
	We are still exploring  outer space.	void
	I can find my key ring easily in the dark.	Fluorescent

Word Relationships How might each pair of words be connected?	Vulnerable/Fluorescent	You will know when you see it eg: if you see a person hurt they might be crying or you will be able to see the light or the thing that is shining
	Void/interconnected	There could be voids in between the interconnected things

Extended Writing	Think of a time when you felt as though you were in a void or when you saw something that happens seldom. Write a paragraph about this.
	I saw something seldom which was a pelican bird in Austrailia attacking my mum

short story

For this piece of writing I have focussing on my vocabulary and punctuation. I have been learning to

• use a range of precise vocabulary to communicate meaning (Year ⅞)
• use all basic punctuation independently and attempt more complex punctuation (eg semicolons, colons, parentheses) (Year 7/8

The pieces of my writing that are highlighted green are where I have shown my vocabulary and punctuation goal

My Story...

"Chloe get off" Zoella yelled as her dog was licking her face in bed , Chloe sits there silently looking at Zoella. But then the silence was interuped by Zoellas mum ( Chantell ) yelling "hurry up get out of bed we are already late, pick up your day bag and get in the car" "but i,m not dressed" Zoella replies "well get dressed"

Once Zoella was dressed she came through to her mother screaming "STOP YELLING IN THE HOUSE" "you were yelling first" Zoella argues "who's house is this oh yeah its mine" "and when its time to tidy it magicly becomes my house" Zoella and her mum argues. 

They were just about to leave for church but then Zoellas father comes in and has 

a few animals and crops off their farm and Zoellas little sister ( Molly ) "QUICK GET ALL YOU CAN AND GET INTO THE BASMENT" Zoellas father (Luke) screams in a hurry 

"why" Zoella replies "No time to waste will tell you when you get into the basment now quick grab some food, bottles of water and some mattreses QUICK WE HAVE TEN MINUTES GO GO GO!!!!" Zoella grabs 3 boxes of pizza,all the fruit and 

Librarian blog post #2 merit badge

Today Alex m and I did librarian first we put the books away while we were doing that I found a sherif badge but I gave it to Mrs. Ward. After that we sat at the desk waiting for people to bring in returnees or people who where getting books out .

I think the value I showed was active thinking because when I picked up the badge strait away I thought to give it back to Mrs Ward.

Peer mediation blog post 3 merit

On wendsday me and Emma did peer mediation but Molly Anne joined us. Emma and Molly Anne keeped on playing skipping so I went around with out them for a bit until they started acting like seniors   There were no problems to solve. 

I think the value I showed was goal focused because even though Emma did not pay attention I did