Term 4
Writing
Student reflection of an author:
A good author, uses finger spaces and draws a detailed picture plan, to help with their writing.
Term 3 Reading
Reading
Teacher question:
What do good readers do?
Student’s response:
A good reader looks carefully at the words and use their voice to make their reading interesting. They ask themselves if what they have read makes sense.
Term 4 Dance
Term 4
Dance
Success Criteria:
I can participate, follow instructions, move independently and in time to the music.
Term 4 Music
Term 4
Music
Music
We are learning to: recognise different sections of music and respond through singing, moving, playing and creating.
To be successful we need to:
- Listen carefully to the music
- Move as directed by the words in the song
- Sing as we move
Click on the link below: http://www.youtube.com/watch?v=OgQ1_GEC8ZM
Term 3 Te Reo Maori
Term 3
Te Reo Māori
My Mihi
We are learning to:
Introduce ourselves in Te Reo Māori.
Communicate personal information, such as
our name, parents' and grandparents' names and
home town in Te Reo Māori.
To be successful we need to:
Speak clearly and fluently.
Use short simple sentences of Te Reo Māori
to communicate personal information.
Term 1 Integrated Topic
Term 1 Integrated Topic: Conflict is part of life
I am learning to...
express my understanding of Conflict
Task:
Teacher instruction: With this play dough, make something to show me what you know about conflict.
Teacher question: What have you made to show me what you know about conflict?
Teacher question: What have you made to show me what you know about conflict?
- At the beginning (before teaching):
Student reflection
- Then - I thought . . .
I think it is eggs and chickens.
- At the end:
Student reflection
- Now - I know . . .
This
is a big girl being really mean to a little girl and she is hitting her.
Term 2 Integrated Topic
Term 2 Integrated Topic: Change is part of life
I am learning to...
- express my understanding of Change
- explain how a plant changes
Success Criteria
- I can express my understanding of change
- I can sequencing how a seed changes into a plant
Task:
Teacher instruction: Use play dough or crayons to create a picture or make something to show me what you know about change.
Teacher question: What have you made to show me what you know about change?
- At the beginning (before teaching):
Student reflection
- Then - I thought . . .
The dog is trying to catch the ball and then he catch it and he accidentally throw it over the fence and then we got another ball.
Student reflection
- Now - I know . . .
This is a tree. And the tree is turning into a big tree from a seed. It is in the sun and needs water.At the end:
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