### Basic Facts

In maths each morning we have a basic facts slam. We have two minutes to answer 20 basic facts questions. If we can answer all of them in less then a minute five times in a row we get to move to the next level. Here is my basic facts slam page.

### Discovery

In Discovery this week we were using language, symbols and text and showing our CARE values.

INSERT PHOTO HERE

I was showing my CARE values by...
"COMMENT"

### Garden Discovery

In Discovery each week we look at how we can show the CARE values, here is how we showed our CARE values in our Garden Discovery!

"I was getting all the old grass"

### alexhornoaklands sent you a video: "Round 2 Dance"

 alexhornoaklands has shared a video with you on YouTube
 WALTParticipate and contribute in a different way to be creativeSUCCESS CRITERIAI can participate in dance, drama, music or art to show creativity.
 Round 2 Dance

### alexhornoaklands sent you a playlist: "Uploads from alexhornoaklands"

 alexhornoaklands has shared a video playlist with you on YouTube
 WALTParticipate and contribute in a different way to be creativeSUCCESS CRITERIAI can participate in dance, drama, music or art to show creativity.
 Uploads from alexhornoaklands PLAYLIST  by alexhornoaklands

### Integrated Topic - Music

WALT
Participate and contribute in a different way to be creative

SUCCESS CRITERIA
I can participate in dance, drama, music or art to show creativity.

### Fwd: Gymnastics

WALT
Make our bodies into shapes and perform rolls

In PE this term we have been doing gymnastics, we have been learning to make our bodies into shapes like the pike, straddle, straight, and tuck.
We have also been learning to do the rolls - pencil, hedgehog, elephant and forward.

Out next step is to put these together and make a sequence.

TEACHER COMMENT
Some of these rolls can be very tricky it is great to see how hard we are all working at making the shapes and following instructions.

### Music

WALT Sing our songs for production

To practice our songs for assembly we have been getting together as Year 2s and 3s and singing as a group.

We have learned about how to sit, how to open our mouths wide and how to use the air in our lungs to make our singing as loud as we can.

SUCCESS CRITERIA
We will know we have succeded when we can sing our songs with energy and enthusiasm.

TEACHER COMMENT
We are sounding better every time and are slowlly remembering the words, production is going to be fantastic.

### Term 2 Art Attack

LEARNING INTENTION
To produce a piece of Maori art using sketching and painting

SUCCESS CRITERIA
Sketch and the paint a koru using simple sketching skills and the dip and sweep painting technique

LEARNING OUTCOME
My learning outcome was Relational because I used a variety skills to produce my art

WHAT DID I HAVE TO SAY?
I liked doing the painting

### Art - Sketching

LEARNING INTENTION
Today with Mr Shaskey we learned about sketching and drawing. We learned to set he limits, draw the outline and then add the shapes.

SUCCESS CRITERIA
We can follow instructions and sketch some fruit and vegetables

LEARNING OUTCOME
Relational because I followed instructions and finished my sketch

NEXT STEP
To practice what I learned

WHAT DID I THINK?
It was hard when you had to draw over the dots
I liked doing the colouring because it was fun

### Maths - Making Tidy Numbers

LEARNING INTENTION
We are learning to make a tidy number

SUCCESS CRITERIA
We can take away or add to a number to make it tidy (end in zero)

LEARNING OUTCOME
Extended Abstract because we could teach someone else

### Maths - Skip Counting

WALT
Skip count in 10s and 5s

SUCCESS CRITERIA
We can skip count in 10s and 5s to 100

OUR SOLO LEVEL
Multi Structural
Because we can do it but we know it from memory

OUR NEXT STEP
Relational
We need to be able to carry it on beyond 100 and to understand how it works

### Wonder Woman - Headings and Diagrams

WALT
Point out features such as headings and diagrams

SUCCESS CRITERIA
We can point out a heading and a diagram in a text

OUR SOLO LEVEL
Relational
Because we can point to a heading or a diagram and we know what they are for.

OUR NEXT STEP
Extended Abstract
We need to be able to make or use headings and/or diagrams

"The heading makes it sound what the page is about" - Luca
"So they know what that page is about" - Libby
"So they can tell people what the page is called, like 'Moving on Roads' on the first page" - Ava
"The words are different from the other words" - Hiba?
"They make a book more interesting" - Skyla

WHAT DO WE HAVE TO SAY ABOUT DIAGRAMS?
"So you know what you are doing" - Tanesha
"So you can remember the parts of the bike" - Ava
"They help us to learn" - Luca

### Art Attack - Term 1

WALT
Plan and create a piece of art that depicts a native New Zealand creature

SUCCESS CRITERIA
I can follow a plan and use a number of techniques to create my painting

MY SOLO LEVEL
Unistructural
Because I can do this with support

MY NEXT STEP
Multi structural
I will try to do this without support