Reading- I can identify and evaluate the way writers' use language and ideas to suit their purpose.

Reading


W.A.L.T- I can identify and evaluate the way writers' use language and ideas to suit their purpose.

I think I reached Extended abstract because I could complete and Author's purpose follow up sheet to the standard.  (Which is below)


My Next step is to discuss a new goal with a teacher.


Below is a link to show  I have achieved this goal.


My Follow up.

Reading- I can gather, evaluate, and synthesise information across a small range of texts.

Reading

Reading Information sheet.


Reflection:  We were learning about what type of knowledge it was, it was out of Common Knowledge, Personal Opinion, Statistics and Expert Opinion.  I think we did well at this because we followed the instructions and we completed the task to a high standard.

Merit Evidence #3 -Working with the juniors and The Food forest

Must do

Working with the juniors

What we did
Over the last 2 days the Year 8's have been going down to a junior class to work with them.  I have been working with Room 14 we helped the with there action stations.  The action stations were Water painting, Snakes and Ladders, Playing with Play dough, Practising writing your name, Playing with numbered bean bags, Playing with chalk and Playing with Hula hoops.  Today we were lucky enough to have some Preschoolers come and visit we did action stations read a book and played on the playground.  We did this at the Junior school at Oaklands Primary School.


Why
We did this because we wanted to work with the juniors while the Year 7's were away at Wainui Camp.
We wanted the juniors to get used to us so they didn't see us as scary monsters and and the Seniors and Junior benefited from this so we can get to know each other.


How I felt about this
I felt good about this because It was really fun to work with them and get to know them better.



Food Forest


Last week, the year 8's did gardening.  We split into eight groups.  Half of the groups did gardening and the other half went down to the juniors to help the with their learning.


I went down to the juniors first to help them with their learning.


Then I did gardening,

The first thing we did was, picking all the weeds out.

Here are some photos:

 Here are some people picking the weeds out.  

There was a lot of work to do.

  

Here is some more people picking the weeds out.

The Leadership trait I showed was Resilient because gardening is out of my comfort zone.

Maths- Know the relative size and place value structure of positive and Negative integers and decimals to three places

Maths


My goal was to:  Know the relative size and place value structure of positive and Negative integers and decimals to three places.


This is my evidence:

My Next step is to: Discuss a new goal with a teacher.

Merit Evidence 2016 #2

Being a role model to the Kakano students


I was being a role model to the Kakano students by showing the CARE values at assembly.

When I entered the hall I did it quietly and respectfully.

Community: Keeping my hands and feet to myself.

Active thinking: Putting my hands up when a question was asked.

Respect: Looking and listening to the person speaking.

Excellence: I sung with pride when we sung the National anthem.

When assembly was finished I excited the hall quietly and respectfully.

The CARE value I showed was Respect because I listened respectfully.

Merit Evidence 2016 #1

Swimming Sports

On Friday the Kauri team had Swimming Sports at Jelly Park.  The Kakano team also went to Jelly park but they were outside and had time to play in the outdoor pool.

When we arrived the house captains were allowed to sit in a line of seats in front of the pool.  I then got changed into my togs and headed back to where I was sitting.  After I waited for a we while the width races started, and everyone was seated.

I then walked to help the width races and when I was walking Mr Ladbrook called me because One little girl was scared so I jumped in and gave her a piggy back so she could finish the race.  After that we cheered for all the width races in till the were finished.

After the width races it was time for games run by the house captains and house points were up for grabs.  The games were SPLASH and MADNESS, MADNESS was first and the house captains running that was Monique and Samara (Rimu's house captains) Jack M and Alicia (Kowhai house captains) and the other house captains helped them throw in the tennis balls, Frisbees and kick boards.


After MADNESS we played SPLASH and Xanthe and I were speaking.  The aim of the game lie on your tummies and make the biggest Splash you can.

After that we joined the Kakano team for lunch.

After lunch it was time for the length races and I happened to come 2nd in Freestyle and Backstroke.


Then we went back to school.

Leadership Traits 2016

Leadership Traits 2016

WALT- How to become a leader. 

My task was to explain the traits of an effective leader.

Here are some examples of what we have been doing over the last few days,

I was learning about The Real Richie McCaw ( The story )

The leadership Traits we used were:

Integrity	He was honest that he was going to come.	He could’ve lied to the teacher.
Trustworthy	He had to be trustworthy to the teacher because he didn’t want the teacher to tell the kids that he was there.	He wanted it to be a surprise.
Resilient	He had to be in a small cubicle like a tiny little changing room, it’s 2 metres high and half a metre wide.	It would’ve been quite tight for a rugby player to fit inside.
Active Thinker	He was an Active thinker by when they made a statue of him he came instead to give the kids a surprise.	He wanted to make kids happy.
Goal Focused	He was trying to teach the kids touch	He wanted people to enjoy what he loved.
Motivational	He was being motivational by motivating the kids to tackle him.	By encouraging the kids to try.

My SOLO level: I think I reached Multistrucual  because we had a lot of information in it, and I think I explained it clearly.

My Next Step: To try and give more information about the text.