Where are you from? #5 – Spanish

After a successful assessment of our first four lessons focused on greetings. We start with our fifth Spanish lesson – discussing where we are from. We are using Spanish lessons with Paco. Main concepts covered today:
Main concepts covered:
¿De dónde eres? = Where are you from?
Yo soy de _____. = I am from ________.
¿De dónde es usted? = Where are you (formal) from?

¿De dónde esta? = Where is…?

En ______. = In_________

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The right question? – Inquiry learning

We have been learning to create effective inquiry questions using the above video as a framework to create questions for our inquiry into Maori culture. We want to move beyond creating questions with answers that can be found with a quick Google search. Our goal is for students to be able create rich questions that will require them to critically analyse different sources of information. We’ll feedback with some of our questions in a future post.

Parents helping out #3

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Phoenix’a mum helping class Whareiti with reading.

In class Whareiti we continue to get students’ parents coming in to help the class with their learning. I’ve asked them to be an extra pair of hands and to further support the learning in class Whareiti. Such encouragement is helping build stronger relationships with the school community. An added bonus is that these parents are sharing in the wider community the positive experiences their children are having in room Whareiti.

Key Competencies – capabilities for living and lifelong learning

Key Competencies Opening SlideThe key competencies of the New Zealand Curriculum are aimed at providing students with capabilities for living and lifelong learning. There are five key competencies:

  • thinking
  • using language, symbols, and text
  • managing self
  • relating to others
  • participating and contributing.

People use these competencies to live, learn, work, and contribute as active members of their communities. More complex than skills, the competencies draw also on knowledge, attitudes, and values in ways that lead to action. They are not separate or stand-alone. They are the key to learning in every learning area.

The development of the competencies is both an end in itself (a goal) and the means by which other ends are achieved. Successful learners make use of the competencies in combination with all the other resources available to them. These include personal goals, other people, community knowledge and values, cultural tools (language, symbols, and texts), and the knowledge and skills found in different learning areas. As they develop the competencies, successful learners are also motivated to use them, recognising when and how to do so and why.

Opportunities to develop the competencies occur in social contexts. People adopt and adapt practices that they see used and valued by those closest to them, and they make these practices part of their own identity and expertise.

The competencies continue to develop over time, shaped by interactions with people, places, ideas, and things. Students need to be challenged and supported to develop them in contexts that are increasingly wide-ranging and complex.

Parents helping out #2

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Since joining the teaching staff here at Woodville School I have continually encouraged parents and caregivers to come and spend a little time in class. I’ve asked them to be an extra pair of hands and to further support the learning in class Whareiti. Such encouragement is helping build stronger relationships with the school community. An added bonus is that these parents are sharing in the wider community the positive experiences their children are having in room Whareiti.

Can you Bend a Pen in Water Without Touching It? – Science

We are continuing to learn how to write up and present scientific experiments. Below is Ashantae’s effort.

Can you Bend a Pen in Water Without Touching It?
Prediction
I predict that the pen will not bend in water.

Equipment
Water
Cup
Pen

Method
Put water in glass.
Put pen in glass.
Look into glass from above.
Look into glass from beneath.
Look into glass from side.

Diagram

Science 1.PNG

Results

Science 2.PNG

Conclusion
My prediction was wrong because it was an illusion. The water makes the pen look bent.

What Next?
I think next we could use:

Hot water
Felt tip pen

By Ashantae

Greetings #4 – Spanish

Main concepts covered:
¿Qué tal? = What’s up? (How’s it going?)
¿Cómo se llaman ustedes? = What do you call yourselves?
Te presento a mi amigo _____. = I present to you my friend ___.
Mucho gusto = Nice to meet you.
Igualmente = Same here.
Bastante bien = good enough
Chao = later
Nos vemos = We’ll see you later.
¿Qué pasa? – What’s happening?

Parents helping out #1

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Kane’s Gran helping with a maths lesson.

Since joining the teaching staff here at Woodville School I have been actively encouraging parents and caregivers to come and spend a little time in class. I’ve asked them to be an extra pair of hands and to further support the learning in class Whareiti. Such encouragement is helping build stronger relationships with the school community. An added bonus is that these parents are sharing in the wider community the positive experiences their children are having in room Whareiti.

7 Aside Football Report – Woodville School

pixlr (480x480).jpgA light breeze floated in the air as the sun shone brightly, casting shadows of the children and adults that were scattered across the field. Woodville and Eketahuna school battled for the ball, passing to each other and attacking the opposing team. At one point Eketahuna scored, but not long after Tai scored a goal for Woodville school!!! We all cheered for him just as the game ended. It was a draw, 1-1! The team did a celebratory mud dive for/with Tai (see/insert Picture) We took a 20 minute break before getting back on the field, Mr. Madge and I stood by the sidelines, observing the game and cheering them on while they played. Aaron was in goal first, he was doing an amazing job doing some spectacular saving! Sadly St. Joseph’s (the opposing team) still scored a few points before halftime, making the score 5-0. We were trying so hard, I could tell, Maryanne, Hinemoa and Marino had some very smooth skills, whereas Mary, Aaron, Tanysha, Connor and Tai did some Amazing attacks. We finished our 1 minute break and swapped sides, Tai was in goal as Hinemoa, Mary and Aaron were mid-field, Connor was attacking and Marino and Tanysha were defence. By the end of the game Tai had done some more spectacular saves, while Tanysha, Marino and Connor were amazing at disrupting the plays of the opposition. The score was 7-0 but the team still kept a great spirit, still being happy with how they played, I was proud myself, they played really well; but sadly they missed finals, only just! Better luck next time guys!

By Stephanie (Year 7)

Dare to make a choice

20170613_122040 (480x270)Today, room Whareiti started a new course with local police educators, constable Max and Sarah. Today’s lesson focused on – What do I know and what do I need to know about drugs? Today, students had to identify what drugs are legal or illegal. Above are the drugs that students identified as illegal.

Greetings #3 – Spanish

Learning with ZEAL

In our Spanish lesson today, we have been learning more greetings. We are using Spanish lessons with Paco. Main ideas covered today:

Main ideas covered:

¿Cómo se llama ella? = What does she call herself?

Ella se llama _____. = She calls herself ________.

¿Cómo se llama él? = What does he call himself?

Él se llama ______. = He calls himself ________.

Se llama ________. = He/she calls him/herself _______.

¿Cómo se llama usted? =What do you call yourself (formal)?

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Flax work – Maori

20170608_091433 (480x270)Today we had a member of our local Maori community, Melissa Reiri, come to our class and help teach us some plaiting (whiri) with flax (harakeke) to make flowers (puti puti).

Using speech marks – writing

In class today we’ve been learning to use speech marks. I used the video below to help teach how to use speech marks.

Black Bull – writing

Black Bull.PNGHere’s what Ashantae wrote while describing the character Black Bull, the horse in the short animation clip, the Dragon Slayer. This is her first go at using a variety of adjectives to draw in and maintain the reader’s interest.

Black Bull

A muscular horse known as Black Bull. A luggage holder and a baby carrier strutting his way down the dusty pathway. An olive colour, with a light brown mane. A stubborn horse, but fit like Usain Bolt. No one knew why he was called Black Bull because he was olive brown. A caring and loveable horse, you can tell that he was a slave and especially with those big blue eyes. Black Bull is a Brave Warrior that no one would like to fight.

Dragon Slayer – writing

As part of our writing unit, we’ve been learning how to :

  • recognise and use complex adjectives and adverbs
  • recognise and use language features in our writing
  • use spoken dialogue in our writing

We’ve been using a great resource in the literacy shed to help develop our skills. We’ll share some of our writing soon.

 

Learning with Studyladder

StudyladderIn room Whareiti, I’ve set up each students with personalised learning activities in the area of reading, spelling and mathematics. Studyladder is a web based program built by teachers to help students of all abilities have fun while learning. It has a range of activities covering all curriculum areas and provides teachers with up to the minute data to inform them of students’ next learning activities.

TENA KOUTOU – Waiata

I’ve been focusing on bringing the Maori culture more into the classroom. In room Whareiti today we are continuing to learn waiata.  The second waiata we’ve learned is called TENA KOUTOU. Mr Madge played it on the ukulele while the rest of the class backed him up. This waiata is used to greet and welcome people at a pöwhiri or used just as a welcome song. It is easy to learn because each line is repeated or echoed. It is often performed with one person leading.Tena Koutou

Taking student learning to new heights

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Phoenix and Connor taking their learning to new heights.

Here you can see the boys working on their spelling together on the mezzanine floor of our classroom. It’s not often your classroom has a split level floor plan. It definitely adds a different dynamic to where students can continue learning.

Make your move – Chess

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Maarino & Hinemoa making their moves.

One of the things I’ve introduced to class Whareiti is the game of chess. So far they’ve learnt about how to use the pawns, rooks, bishops and knights. Wait till they see how powerful the Queen is, and then the thrill of capturing the King.

It’s a great game for helping improve concentration, not to mention the benefits to strategic thinking.

Let the battle commence – capture the King!

Coding in room Whareiti

This term I’ve introduced my students to coding.  I believe computer science should be part of our core curriculum, alongside other courses such as science or maths. Coding caters for each student, whatever their skill-level, in ways that inspire them to keep learning. The students have been learning to code using Minecraft, Star Wars and Angry Birds. Even President Obama thinks it’s a skill worth learning in schools. So what do my students think of coding? Fun – Phoenix, Cool – Maryanne.