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.
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.
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.
We will know we have succeded when we can sing our songs with energy and enthusiasm.
We are sounding better every time and are slowlly remembering the words, production is going to be fantastic.
To produce a piece of Maori art using sketching and painting
Sketch and the paint a koru using simple sketching skills and the dip and sweep painting technique
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
Today with Mr Shaskey we learned about sketching and drawing. We learned to set he limits, draw the outline and then add the shapes.
We can follow instructions and sketch some fruit and vegetables
Relational because I followed instructions and finished my sketch
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
We are learning to make a tidy number
We can take away or add to a number to make it tidy (end in zero)
Extended Abstract because we could teach someone else
Skip count in 10s and 5s
We can skip count in 10s and 5s to 100
OUR SOLO LEVEL
Because we can do it but we know it from memory
OUR NEXT STEP
We need to be able to carry it on beyond 100 and to understand how it works
Point out features such as headings and diagrams
We can point out a heading and a diagram in a text
OUR SOLO LEVEL
Because we can point to a heading or a diagram and we know what they are for.
OUR NEXT STEP
We need to be able to make or use headings and/or diagrams
WHAT DID WE HAVE TO SAY ABOUT HEADINGS?
"The heading makes it sound what the page is about" - Luca
"The heading tells you what the page is about" - Teina
"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