Have you seen this laptop? If so, please return to my classroom. Miss Wall
Wednesday 14 November 2012
Tuesday 30 October 2012
Friday 26 October 2012
Dictation
Week
4 The bear with a pear tree
A
bear decided he wanted a pear. As
the bear was unable to reach the tree’s branches, the strong bear wanted to
tear down the pear tree. This bear
was clever and creative. Instead
of tearing down the pear tree, the bear decided it would be better to construct
steps. In this way the bear could
select a pear any day he wished.
Week
4- Hares Farewell
Bear
was thrilled to be invited to Hare’s farewell party. Bear’s parents reminded him to beware of the stairs that
needed to be repaired to Hare’s house.
Bear was careful as he travelled upstairs. But when Bear travelled downstairs, he was careless. Bear tripped on a square step that
needed to be repaired. Bear crashed
on his bottom. Before leaving,
bear reminded Hare to get his stair repaired.
Thursday 25 October 2012
Sunday 21 October 2012
Dictation week 3
Week
3- th
Theo
had a maths sum to do. It was a
big and hard maths sum. Theo did
think and think and think, but Theo did not do the maths sum well. Then Pam went by. Theo said to Pam, “Can you help me with
my maths sum? It is a hard maths sum.”
Then Pam sat and did think of maths. Then Pam did the maths sum. Theo did thank Pam for her help with maths.
Friday 12 October 2012
Dictation
Week
2- Keep clear
An
adult male with a large beard was speeding up the road. He did grind his gears as he went. A small boy in the rear of the speeding
car was full of fear. This did not
deter the speeding male. He drove
on until he nearly hit a dear old lady.
The small boy exited the car when it stopped. Then he informed officers on the street to keep clear on
this crazy driver.
Week
2- No cheers for the deer
A
steer was employed at Cheers Bar.
It was his career to serve beer.
The steer served beer from Italy, France and America. One day, several deer veered into
Cheers Bar. The deer requested
beer from Italy. The odd steer
refused to serve them beer. The
steer was quite odd and queer, to not serve beer to the deer.
Saturday 6 October 2012
Dictation Week 1
Week
1- Lucy’s Scratch
Lucy
walked past the hutch and scratched herself on the latch. Lucy clutched her arm. Lucy’s arm bled. Lucy did need to go to hospital and
have her arm stitched up. Once
home, Lucy’s mum placed a patch on the scratch. Luckily, the scratch was not deep and did not need
stitches. Later, the scratch
became itchy. Lucy did rub her
scratch to stop it from being itchy.
Cleverly, Lucy did resist scratching it as this would have made it
bleed.
Week
1- Rachel’s morning chores
A
child named Rachel resided on a farm.
Rachel had daily chores.
Each morning Rachel would chase all of the chickens out of the chicken
hutch so that during the day the chickens were free to scratch on the
lawn. Following this, Rachel would
fetch eggs from the chickens’ hutch and place them in the kitchen. Finally, Rachel would switch her chore clothes
for her school uniform and race to catch the school bus.
Monday 17 September 2012
Saturday 15 September 2012
Dictation
A
Scouting Owl
A powerful brown owl did constantly
scout about for a feast. The owl
flew high above looking down on the ground for his next meal. The owl flew over flowerbeds, over
mounds of hay and around towns filled with houses. When the owl saw a mouse, it would pounce with all its power
and speed. At times mice were
lucky and were able to retreat into their underground houses.
Tuesday 11 September 2012
How Aboriginals made paint
Aborigines were resourceful people who extracted a variety of colours from their natural environment.
They obtained red, dark purple, brown and orange from grinding ochre to a powder. Ochre was found naturally in rock stained by iron, which would give it the reddish hues.
Yellow was obtained by mixing clay, or by collecting pebbles that conatined a limonite-stained form of kaolin. White also came from the kaolin, or even white clays. Calcite, a chalky mineral, as well as ash are used to make white pigments. Calcite occurs naturally in calcrete deposits.
Black was obtained from charcoal, and could be mixed with kaolin to make grey.
Dark green was made from plant colourings.
Tree bark, crushed shells and blood also gave variety of colour. The availability of some colours are peculiar to the area that the artist finds himself in.
These paint bases were mixed with fluids such as saliva, blood, tree sap or yolk of various animals' eggs to help them adhere.
Twigs, fibres, feathers and fingers were used for painting to get different strokes like a paint brush.
They obtained red, dark purple, brown and orange from grinding ochre to a powder. Ochre was found naturally in rock stained by iron, which would give it the reddish hues.
Yellow was obtained by mixing clay, or by collecting pebbles that conatined a limonite-stained form of kaolin. White also came from the kaolin, or even white clays. Calcite, a chalky mineral, as well as ash are used to make white pigments. Calcite occurs naturally in calcrete deposits.
Black was obtained from charcoal, and could be mixed with kaolin to make grey.
Dark green was made from plant colourings.
Tree bark, crushed shells and blood also gave variety of colour. The availability of some colours are peculiar to the area that the artist finds himself in.
These paint bases were mixed with fluids such as saliva, blood, tree sap or yolk of various animals' eggs to help them adhere.
Twigs, fibres, feathers and fingers were used for painting to get different strokes like a paint brush.
Sunday 9 September 2012
Dictation Week 10
Miss Muzzle wanted to attend a
dance. She wished to dazzle on the
dance floor. Upon arriving at the
dance, Miss Muzzle became puzzled.
Miss Muzzle had forgotten her purse. Miss Muzzle would miss the dance and she became quite
frazzled. Luckily Miss Muzzle’s
friend paid for her entry ticket.
She went on to dazzle on the dance floor. Miss Muzzle was thrilled that her night was far from a
fizzle.
Thursday 6 September 2012
Wednesday 5 September 2012
Thursday Work
Reading – RAZ reading and quizzes
Spelling and Writing- Complete unit 29
assignment. If you have already
done this, complete the writing assignment.
Maths- Number of the day- 4538 Ã number pattern is -100
Subtraction page from http://www.math-drills.com/subtraction.shtml#xdigit
Four-Digit Minus Four-Digit (36 per
page)
If you have the Jungle Coins app, play it. (Giving correct change)
Writing- Write a description of
your main character in your story.
It should be 5 sentences in length. Each sentence should start with the following beginnings:
1st sentence
begins with an adjective
2nd sentence
begins with an adjective
3rd sentence
begins with When
4th sentence
begins with The only
5th sentence
begins with a word ending in –ing
Here
is an example:
Long, blond hair swings from side to side as Polly runs quickly to
school to meet up with her friends.
Her sparkling blue eyes quickly notice her best friend, Jane swinging on
a rope tied to the tree. When
Polly calls out to Jane, everybody from across the district can hear the
excitement in her voice. The only
noise louder, is the teacher coming from the classroom ringing the school bell
for children to commence their day of learning. Leaving the playground, Polly quickly calms herself down and
enters the classroom quietly ready for the school day.
Sunday 2 September 2012
Message Stick info
Over tens of thousands of years, message sticks were commonly used by our ancestors as one means of communicating between different Aboriginal tribes/nations. Messages were painted and inscribed on a stick, which was then transported by hand. One who carried the message stick was traditionally granted safe and protected entry to other nation's territory - a sort of visa or passport.
Those who found the messenger on their land had an obligation to safely deliver the messenger to the elders of their people. The messenger would then convey the message to the elders. These elders then had an obligation to ensure the messenger was granted safe passage across their land - either returning to his own people or moving on to another Aboriginal nation to spread the message further.
The messages inscribed on the stick (by painting, carving, burning etc) were primarily "prompts" for the messenger so that the message would be conveyed consistently to each different nation's elders. Typical messages would be announcements of ceremonies, disputes, invitations, warnings, meetings, events and happenings.
Those who found the messenger on their land had an obligation to safely deliver the messenger to the elders of their people. The messenger would then convey the message to the elders. These elders then had an obligation to ensure the messenger was granted safe passage across their land - either returning to his own people or moving on to another Aboriginal nation to spread the message further.
The messages inscribed on the stick (by painting, carving, burning etc) were primarily "prompts" for the messenger so that the message would be conveyed consistently to each different nation's elders. Typical messages would be announcements of ceremonies, disputes, invitations, warnings, meetings, events and happenings.
Friday 31 August 2012
Dictation
The
Blue Stew Stick
Mr Hooper came up with a prank. His idea was to create a blue stew for
a few of his close pals. Mr Hooper
knew what to do. First, he placed
non-toxic blue glue into his stewing pot.
Next, Mr Hooper threw in carrots and a few other vegetables. Then at noon, Mr Hooper sat his pals in
his dining room, blindfolded them and served up his blue stew. He happily chewed on the blue
stew. Not one of them knew that
the stew was blue.
Friday 24 August 2012
Dictation
The
Lazy Monkey
Lizzy, the monkey, was lazy and
unhelpful. She lived in a lush
valley. One day a pretty lady
walked past Lizzy. Lizzy wondered
what a well-dressed lady was doing so deep in the valley. The lady explained that she had been
playing hockey and that now she was on her way to buy some honey. Lizzy decided to help the lady locate
some honey. From that day on,
Lizzy decided not to be a lazy monkey anymore.
Sunday 19 August 2012
Dictation
Mr
Wood’s Lawn Mowing
Mrs Wood explained to Mr Wood that on
Saturday he should mow the lawn.
When Saturday came around Mr Wood couldn’t be bothered. Later Mrs Wood asked why the lawn hadn’t
been mowed. Mr Wood explained that
he would have mowed the lawn if he could, but the mower needed repairs. Luckily for Mr Wood, his wife believed
his ‘would if I could’ story.
Friday 10 August 2012
Dictation
Trifle,
Apples And A Pickle
In the middle of the jungle
a table stood in a puddle. The
table had some trifle, a case of apples and a pickle. A beetle longed for the trifle, some cattle longed for the
case of apples and a bumblebee longed for the pickle. When the animals ate the food, it made them giggle, gargle,
tremble and sniffle. They were
baffled and puzzled as to why the food was odd. The animals huddled together and grumbled about their
rumbling and grumbling bellies.
Monday 6 August 2012
Chapter 1- Introduction
Does your story start at school or at home?
|
This is where
you start the story. (Start with
either a conversation, description of setting, an action of a character or
description of character)
Who tells the
main character about the trip on the SS Kate? (teacher/parent)
What is the
reaction? How do you know this?
You need to
have a conversation between the main character and his/her friend about the
trip.
Make sure by
the end of this chapter the reader knows what your character is like
(appearance and personality) and where the story starts. (school classroom or
home)
|
Chapter 2- Planning for the trip
|
Who else are
you going to tell about the trip? (family/parents)
Here you need
to describe the other setting. (home/school)
What plans are
made to prepare for the trip (food/fundraising event/clothes)
There must be
at least one conversation in this chapter.
Will the wooden
box with shells be in your story and if so, what makes your main character take
the box on the trip? Will this wooden box be a really important part of your
story?
|
Chapter 3- The Trip
|
How did the
main character get to the river?
How was
everybody feeling?
Describe the
paddle steamer. Use your senses
to describe the experience.
There must be
at least one conversation here with the main character and the friend.
|
Chapter 4- Oh no…
|
Does the big
problem in your story happen while the main character is on the boat or when
he/she is at Redland Bay?
How are the
characters feeling?
How does the
teacher or friend help or not help?
|
Chapter 5- The Solution
|
What does the
main character do to solve the problem?
Does the friend help or not?
How does the
problem being solved change the attitudes of everyone?
Is the wooden
box with shells important here?
|
Chapter 6- The ending
|
How does the
story finish? What happens to
the characters? How do they feel by the end of the trip?
If you used the
wooden box in your story, how/why does it get lost/hidden.
|
Sunday 5 August 2012
Friday 3 August 2012
Justin Ate More
Justin wanted to explore a store. But before he did, start his exploring
Justin ate some apple pie. He tore
off the pastry lid and chewed his way into the core of the pie. Justin did ignore his sore tummy. Justin just ate more and more pie. Justin had a very sore tummy. He had to lie down. Justin will not get to explore the
store.
Monday 30 July 2012
Writing a recount using complex sentences!
Yesterday,
First,
Then,
Next,
After,
Finally,
During the talk,
Interestingly,
I couldn’t believe it when,
On the bus,
At the school room,
During the scavenger hunt,
Returning to school,
Inside the olden day house,
As I washed and dried the clothes,
While I sawed the tree trunk,
As I climbed onto the old fire truck…
As the ducks…
As I posed for the camera…
Sunday 29 July 2012
Friday 27 July 2012
The Beetles’ Battle
There were three little beetles in the
middle of a battle. The battle was
over a golden kettle. The battle
among the beetles sounded like a herd of cattle. One little beetle in the battle suggested that the battle
would be better settled with a race.
The first speedy beetle to cross the finish line would be awarded the
golden kettle. What a great idea!
Wednesday 25 July 2012
Our Discovery
The Kate was a paddle steamer. She was
built in England in 1864. Although she had a steam engine, she was rigged with
sails for the seven-month trip to Australia. After her arrival, Kate was used mainly
on the rivers between Brisbane and Ipswich and around Moreton Bay. The ship was
145 feet
long (about 45 metres). Kate was built at Newcastle-on-Tyne.
Follow the journey out to Australia via
London, Portsmouth (where the sails were rigged up), Madeira, Canary
Islands, then to the Cape of Good Hope, across to Tasmania, then up to
Brisbane.
Although the Kate was small to sail the
ocean, she seemed big in the Logan River. Many other ships and small boats operated
on the Logan River.
Four ways to start a great story
1. A great character description
2. A setting that paints a picture in the reader's mind
3. Action
4. Talking between characters
2. A setting that paints a picture in the reader's mind
3. Action
4. Talking between characters
Monday 23 July 2012
Olympic Games Story Guiding Questions
Orientation
Who is your main character?
What country is he or she from?
What sport?
What are they like?
Who is the sidekick character? other athlete, coach, opponent
Why is the story happening?
Is he or she likely to make the Olympics?
Development
How does your athlete get to the Games.
Are there any pre games or races?
What happens in these?
What is the sidekick saying, thinking?
Arrive at Olympic Games.
What does your character see, hear?
How does he or she feel?
Compete in first round or heat. What happens?
What is going to the problem that comes up?
Complication
The finals are about to start.
What is the big, big problem?
Who caused it? Was it the sidekick character?
What is your character going to do about it?
Who will help? Will it be the sidekick character?
Solve the problem here.
Resolution
Now that the problem is solved, what happens?
What happens to the main charcter?
What happens to the person that caused the problem?
How will the story end?
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