- make a board game with true or false questions
- create a diagram
- make a stuffed animal
- make a mobile
- animal cube
- jig saw puzzle
- funny setence
- animal poem
- animal sparkle
- what am i?
- animal chatter box
- 3D animal
- A1 Poster (lots of different writing genres)
- play
- fact snake
- word search, cross word
WAL about verbs and nouns.
WAL about why the black rhino is endangered.
Nouns are the name of a person, place or thing (e.g Wellington)
Verbs are action words (jumping)
Endangered is when there is not many left of an animal.
What are the reasons for black rhinos being endangered?
WALT write a persuasive piece of writing.
I believe very strongly that the Loch Ness monster is not true.
Firstly, a lot of the proof that shows the Loch Ness Monster exists has been made up. For example,
Secondly, I believe that the Loch Ness monster does not exist because it is a case of mistaken identity. For example
For all the reasons above I believe that the Loch Ness Monsters does not exist.
UFOs Are True The Truth About UFOs UFOs Are Real Are You UFOs Real?
Some people believe that UFOs are not real but I feel very strongly that they are!
Firstly, I believe UFOs are real because there have been thousands of sightings of UFOs around the world. For example, UFOs were photographed by astronauts during the 1960s. Statistics show that there is a UFO sighting on Earth every 3 minutes. Some people even say that a UFO crashed in Roswell, USA. There have also been lots of UFO sighting since the 1940s. Surely not all these people are lying!
Secondly, I believe UFOs are true because there are billion of planets in the universe so surely there at least one other planet that has some live on it.
Comets
We are learning to make inferences.
Huia Ngapo
Corr - es - pond - ence School lesson
under neath
Gem - ma
Wiaheke Island
rummages (looking through search)
We are making a holiday brainstorm.
A - G
caves Danielle character achilles
crystal ball Auckland Australia Goldrush
dinghy Blenheim confirmation Friday cinema chest lodge
H - N
invader Jessica Kaikoura Nydia Haulashore IslandN - Z
Rainbow's End rollercoaster Wave Rave Valentines
Palmsterton North theatre Kayak Sky Tower Whole Class Teapot Valley
mascot penguin turbo seal
We are learning to list main ideas.
- Lightning can start fires
- Lightning is always trying to reach the ground
- Lightning is created by positive and negative charges colliding
- Lightning can pass through humans
- Lightning is faster than sound so we lightning first and then hear thunder second.
- Lightning can easily pass through water
- Lightning kills thousands of people each year
- People in ancient China thought lightning was made by a Mother of Lightning threw bolts at Earth.
- People in ancient Norway thought that the thunder was Thor banging his hammer
Black Holes
We are learning to identify main ideas.
We are learning how to skim read to find information.
Main ideas from pargreaph 5
- Circus elephants were allowed to swim in Loch Ness.
- The photo in the 1930s was a fake because they thought it was just an elephant swimming which looked like Loch Ness.
Comets
We are learning to identify main ideas.
We are learning how to skim read to find information.
medium is in between small and big.
Blue Whales
Blue whales are the largest creatur`e to have ever lived.
They are as heavy as 2000 men.
Blue whales whales can grow up to 30 metres.
We are learning to use commas for listing.
Jake bought an apple and two bananas and some sugar and a pineapple.
Jake bought an apple, two bananas, some sugar and a pineapple.
Mary looked in the cupboard. In the cupboard was some bread and some butter and a bone and a can of dog food.
Mary looked in the cupboard. In the cupboard was some bread, some butter, a bone and a can of dog food.
We are learning to use colons and semi colons.
Whole Class
We are learning to write instructions about how to make a kite.
Instructions For Making A Kite
1. Lay the skin flat on the desk.
2. Cellotape the spars in parallel on the top and bottom corners.
3. Tie a string together in the middle.
4. Cellotape the string through the middle of the kite.
5. Cellotape the video tape in two places at the bottom of the kite.
6. Tie the hand line onto the kite string.
7. Decorate your kite.
8. Run around madly outside and fly your kite!
Words I will need:
spar
skin
cellotape
video tape
string
kite
loop
pens
hand line
straight
parallel
perpendicular
scissors
flat
plastic
cutting
pushing
flying
stick
pasting
winding
folding
pressing
drawing
colour
lay
decorate
Warning: Watch out for trees and kites, power lines and buildings!
Crayons
We are learning about paragraphs.
Paragraphs
Here is a paragraph about ‘Wellington Boots’.
Wellington Boots are made from rubber. They are usually black or
green but they can be in lots of different colours like pink or blue. They are
worn by children and adults. They stop you from getting your feet and legs
wet and muddy when it is raining. Lots of people wear them when it is
snowing. They should always be taken off inside the house!
Now choose at least two of the words below and write a
paragraph about each one.
lollipops, bicycles, Lego, balloons
newspapers, wasps, tomatoes, traffic lights, forces, kites
Comets
We are learning to identify the main ideas in a story.
French
Crayons
We are learning about paragraphs.
Task One – Sort the sentences
Look at these sentences about a person. You are going to put them into three paragraphs.
Work out whether the sentences are about:
(a) The food and drink the person likes/dislikes.
1. I like eating crisps.
My favourite meal is beans on toast.
6. I don’t like sprouts.
(b) Their hobbies and things they don’t like or do like doing.
5. I look after my pet hamster.
(c) The music and TV programmes that they like or dislike.
2. I like the band B*witched.
4. I enjoy watching ‘Byker Grove’.
7. I don’t like old fashioned music.
8. I enjoy playing football.
9. I like playing rugby.
10.I hate lemonade and peanuts.
11. I go to Cubs every Thursday evening.
12. I always watch ‘Rugrats’ on Saturday mornings.
13. I think ‘Pokemon’ is stupid.
14. I collect stamps.
15. I like the Beatles.
16. My mum always makes me fish and chips on Wednesday.
17. I don’t like Boyzone.
18. I have a rabbit.
19. I love eating chocolate.
20. I like tea.
21. I like watching sports on TV.
22. I dislike coffee.
23. I play on my computer every night.
24. I do like Ronan Keating.
25. I like watching football.
You should now have worked out whichPlanets
We are learning to identify main ideas.
Comets
We are learning to identify the main ideas in a story.
We are learning to explain what a tornado is.
A tornado is shaped like a funnel. Tornadoes a re full of cold and hot air. They start from a hot and cold air getting mixed up. They form in a thunder storm and are really dangerous. Tornadoes are a dark grey in colour and rip everything apart in their path. They can be different sizes and very large tornadoes can destroy a town.
Explanations eh from Turnhout
We are learning to use speech marks.
We are creating a recount about the apple hitting Isaac Newton's head.
"Owww, did you do that? " Isaac said to his friend Albert.
"What, no way I didn't do that!" replied Albert.
"Yeah, right like I am going to listen to that," said Isaac.
"Would stop saying things that are not true!" exclaimed Albert.
We are learnig to write an explanation about Roman aqueducts.
Topic / Key words
in habit ants (people who live in that place)
thou sand (1000)
ord in ary (plian, normal)
pri vate
d rain age
quatities
We are learning to write an explanation about an onager.
admire (think it's really good)
Topic Words
leather
strips
lever
wood
rope
iron
missile
sling shot
What is it?
An onager is a another word for catapult. It was used by the Roman army to fire missiles at enemies. It was made out of wood, leather, iron and rope. First the Roman soldiers would twist a level to pull the long arm with the slingshot down. Next they would put a flaming rock into the sling shot and after that they would release the the lever to fire the missile at the enemies base.
What is it?
What was it used for it?
What was it made of?
Who used it?
How did it work?
An onager is like a catapult that was used in roman battles.
It was used for breaking down enemy bases. It was made of wood,leather,rope and iron.The romans army used it a long time ago.First they would pull the lever, which would bring down the long arm so a soldier could load a missile.Next they would set the missile alight.After that they would shoot the missile. Then it would crash into
Use these key words to make up an answer for the sub heading:
Who was in the Roman army?
only, men, women, at, least, 20, years old, married, most, soldiers, came, from, outside, Roman, empire, stay, in, the, army, 25, years, pension
WALT make up report questions for The Roman Army.
Title - The Roman Army
Sub headings
Who was in the Roman army?
What was a legion?
Who were legionnaires?
What weapons and armour did they have?
What types of soldiers were there?
What was the turtle (testudo) formation?
How well trained were the Roman soldiers?
How did they make their armour and weapons?
Did they have army hospitals?
WALT use compound sentences by including conjunctions.
First I got up out of bed and then I made some toast.
because, after,
then, before,
but, when,
and, so
We went out to play the. We had our lunch.
We went out to play then we had our lunch.
We washed our hands. We had our lunch.
Mary wasn’t well. She stayed in bed.
We had indoor play. It was raining.
We put our things away. It is tidy up time.
We went on a trip. We all enjoyed ourselves.
We all line up. We go to assembly
WALT use complex sentences.
Aim: Use the following words to
give more information about someone or something:
who whose which that
Example:
The girl walked into the classroom.
The girl, who had long red hair, walked swiftly into the
classroom.
The girl, whose red hair sparkled as the light caught it, walked
slowly and confidently into the classroom.
Aim: Use the following words to
give more information about someone or something:
who whose which
1.The boy, who was nervous, entered into the hall.
2. Jake skipped down the road.
3. The cat sat on the mat.
4. Bronwyn walked into the classroom.
5. The beach looked at Bob and drawed him in.
WALT write a report about The Romans.
Who were the Ancient Romans?
The Ancient Romans came from Italy. They had a very strong army and conquered a lot of countries. They took lots of treasure and slaves from those countries.
The Ancient Romans came from Italy. They had a very strong army and conquered a lot of countries. They took lots of treasure and slaves from those countries.
Where did the Ancient Romans live?
They lived in Rome which is in Italy.
They lived in Rome which is in Italy.
What was the Roman empire?
The Roman Empire was a group of countries that the Romans took over and settled in. Rome was the centre of it.
Interesting Facts?
- The Romans had a special way of carrying their shields in battle called the turtle formation.
- The Romans ate peacock brains.
- Some Romans ate until they were sick and then came back for more food.
WALT use recount sentence starters.
WALT use onomatopoeia to hook in our audience.
WALT use paragraphs.
Crash! Bang! Boom!
Last night there was a huge thunder storm. First I was woken up...
Crank! Whoosh! Boom!
In the weekend I was playing Minecraft. First......
Pop! Bang! Whoosh!
My dad's birthday is today.
Crayons
We are learning to use commas for clauses.
Commas for clauses.
Look at this sentence:-
The policeman, who had been running for 5 minutes, had to take a rest.
In this sentence two commas
have been used to add a clause. A clause is an extra piece of information. The
sentence could have said:-
The policeman had to take a rest.
But a clause makes the
sentence more detailed.
A:- Now you try. Copy the
sentences into your book and then work out where the commas need to go.
1.
The little girl, who was wearing a red
dress, got up and left the room.
2.
The cricketer, wearing his new helmet, was ready to go out to bat.
3.
Everybody, including the people
wearing blue, should leave through the red door.
4.
My pizza, which had tomato and cheese
on it, was the best I’ve ever tasted.
5.
The oldest boy in school, who happened
to be the smartest, won the monthly cup.
6.
That old, grey chair, which has been
sitting here all the time, had the wining ticket on.
B:- Now you have a go at
adding some extra information. Remember to use your commas.
3.
Harry, feeling confused, approached Dumbledore.
4.
The strong winds, having tired themselves out,` slowly faded away.
Pencils and Felts
We are learning about using apostrophes.
Two ways that you can use apostrophes include:
- contractions (didn't - did not, wasn't - was not)
- possessive noun ( Jonte's shoes were in his cubby hole.)
the cap of Bob - Bob's cap
the handbag of the lady - the lady's handbag
the sails of the ship -the ship's sails
the nose of the rabbit - the rabbit's nose
the instructions of my- father's instructions
the child's shoe
the childrens' shoes
Pens
We are learning to use question marks, exclamation marks and full stops.
Full-Stops, Exclamation Marks & Question Marks
Rewrite the following sentences with a full-stop (.), exclamation mark (!) or question a mark (?).
1. “Look out ( )” shouted James to his brother ( )
2. “Would you like some cheese with your spaghetti ( )” asked Tim’s mum ( )
3. The party was a success , everybody enjoyed themselves( )
4. “Do you know the time( )” asked the teacher( )
5. It’s important that you always end a sentence with a full-stop ( )
- 6. “Ouch( )” screamed Charlotte ( )
We are learning to use recount sentence starters.
We are learning to explain what an inference is.
We are creating inference clues for I have a dream.
We learning to write a simile and personification poem about the seasons.
Summer
It's as hot as a _________
Cicada's singing like _________
The grass becomes dry like the __________
The sun's rays dance, zip and strike as like __________
Winter
It's as cold as
Wind howling like
The rain falls like
Icy fingers are
Autumn
Leaves turn orange like_____________
Leaves dive from the tree __________
Leaves as big as___________
Leaves run across the ground like_______
Spring
Snow melting like________
Green grass peeking__________
Lambs jumping like______
Daffodils dancing______
I will use nails.
I will work with houses.
I will use a hammer.
I will have to be good Maths.
I will have to wear a special belt.
What is my dream career?
I will have to go fast.
I will use four wheels.
I will have a special belt to keep me safe.
I will use a Ferrari.
What is my dream career?
Today we are brainstorming keys words about a fishing recount.
We are using recount sentence starters.
We are going to use alliteration to hook in our audience.
We are learning to include extra details about the scene.
We are writing at least 4 sentences for each picture.
Introduction
It was sunny Saturday afternoon and I decided to go on a fishing trip.
" Have a good day mum, I'm going fishing for the day!" I shouted as I walked out the door.
Scene
My favourite place to go fishing is the Sudmer Lake. One of the reasons for this is that the water is as clear as crystal. The beautiful mountains around the lake rise up like pillars. The thing I like most about Sudmer Lake is that it's got my mum's favourite fish,Flounder in it.
Picture 1
After a few hours of organising I finally got my boat in the wonderfully wavy water. I launched it full steam ahead and once I reached the middle of the lake dropped my anchor and began to get my fishing rod ready. Worm bait for me was never a problem because at home I had created two or three worm farms.
It was a peaceful playful day and I was out fishing.... (Eve)
It was a hot, humid day and Harriet was out fishing... (Emily)
In a lake long ago there was a boy fishing by himself... (Lucas)
It was a superb, sunny Saturday and Sam was out fishing... (Josephine)
"A large flying fish just flew past me!" I said to myself... (Josh)
It was a sunny sweaty and a
Today we are using direct speech as our hook introduction.
We are also using recount sentence starters.
Today we are brainstorming keys words about Mr Dorman's presentation on looking after the worm farm.
Today we are using direct speech as our hook introduction.
We are also using recount sentence starters.
"That was such a cool speech that you did!" I said to Mr Dorman.
On Tuesday Mr Dorman showed us how to run the St Paul's worm farm. First he talked about the worn farm that he has at his home. Next Mr Dorman took apart the different sections of the worm beds. Then he told us about taking the tap out of the bottom because it was not much use. All the water was getting stuck in the bottom and drowning the worm eggs. After that Mr Dorman rinsed a bucket of water through the air holes in the lid and some Liquid Gold went into the bucket.
KEYWORDS FOR MR DORMAN RECOUNT
worms
food
paper
fruit
soil
sections
citrus
bread
worm farm
squirmy
moisture
water
stripy
tiger worms
spiders
eggs
liquid gold
fun
interesting
wax
plastic
slimy
garden
five hearts
birds
vegetables
bokashi
pink
compost
apples
drowned
dark
dug
Today we are using direct speech as our hook introduction.
We are also using recount sentence starters.
"Happy birthday dad!" I said.
In the weekend it was my dad's birthday. First....
" I feel so nervous!" I said to myself.
In the weekend it was my brother's birthday. First....
Key
Reading Groups
Black Holes and Supernovas - Red
Planets - Green
Comets - Blue
Writing Groups
Fullstops - BlackCommas - Grey
Finishing Morning
1. Explanation AssignmentWe are learning to write an explanation about makes a good school.
Title Page - What Makes A Good School
1. Plan your first eight pages about what makes a good school.
2. For each page write one paragraph concentrating on one idea.
3. Use one photo for each page.
4. Justify your reason (e.g A good school should have a library because........)
We are learning to write an explanation about what makes a good song.
A good song can make you laugh, cry or even angry. A good song could even make you rich. So what makes a good song? I am going to explain what the qualities of a good song are.
A good song is usually very catchy and easy to remember.
A really great song should have good lyrics........
A good song should have a distinct style............
Comic Life - Solar and Lunar Eclipse Explanation
In your poster include:
- Diagram of a lunar eclipse
- Diagram of a solar eclipse
- Explanation of a lunar eclipse
- Explanation of a solar eclipse
- Paragraph for each explanation
- Title x 2
Information Cube
On each face of your cube write either a fact or a question and answer.
You can either do the moon, water cycle, frog life cycle or your reading topic.
Decorate your cube appropriately!
The Water Cycle
There is always the same amount of water on earth. The water is constantly being recycled and reused. This process is called the Water Cycle and I am going to explain how it works.
The first stage is when water from the oceans and lakes is heated up by the sun. The water is turned into a gas called water vapour this process is called evaporation. The water vapour goes into the air and is cooled down and turned into rain droplets; this process is called condensation. The rain droplets form into a clouds and it falls back down as rain,hail and sleet.
Use a whole page!
Answer the questions on the Water Cycle reading text.
Explain what the water cycle is.
Explain what each of these words mean:
- evaporate
- water vapour
- condensation
- precipitation
Draw a diagram of the water cycle.
We are learning to write an explanation about what makes a good pet.
We are learning to write a clear introduction.
We are learning to focus on one point for each paragraph.
A good pet can make children and adults happy. Have you ever wondered what makes what a good pet. I am going to explain the qualities of a good pet.
Firstly a good pet is toilet trained. No one likes a pet that does its business inside leaving its owner to clean up the mess. A good pet will go outside and dig a hole to bury its waste.
A good pet is always obedient.
Another example of a good pet is that is doesn't ruin anything inside the house.
We are learning to write explanations. Room Weka made up a checklist about what they thought were the key ingredients for writing an explanation.
An explanation explain how something works or happens.
- Title
- Sub titles
- Factual
- Paragraphs
- Introduction
- Lots of knowledge
- Technical or topic related language
- Clear, detailed lanaguage
- Defining words
- Punctuation
- Facts
- Diagrams
- It may have questions as sub titles
- Descritption
- No direct speech
Speech Marks - Orange
Black Holes, Planets and Supernovas
We are learning to create inference questions.
Comets
We are learning to answer think and search questions.
Tricky Words
Te Aro Rangi
Fiu
kilometres
dawdle
Lagi
pedestrian
volunteer
passengers
Narrative Writing
We are learning to use a flash back in our writing.
We are learning the difference between a myth, legend and fable.
We are learning to use simple, compound and complex sentences in our writing.
We are learning to describe a setting.
We are learning to write narrative stories.
We are learning to make a checklist of what we think are the essential ingredients of writing a narrative.
We are learning to use direct and indirect speech.
Literacy Class
- Narrative sharing
- Suffix and prefix work from the blog
- Scrabble or Free Rice
- Comment
- Wolf Fable
- Short Story Publishing
Literacy Class
- Narrative sharing
- Suffix and prefix work from the blog
- Scrabble or Free Rice
- Comment
- Wolf Fable
- Short Story Publishing
Use your senses to describe The Cave. Write at least 100 words. If you are finished then carry with your own narrative
The Cave
The Cave felt painfully cold and in some parts it felt soft like clay that is wet. The ceiling of the cave had icicles, stalagtites and stalagmites. They felt as sharp as a dagger. The water dripping from the ceiling and walls felt freezing as if it had come straight from the Antarctic. The Cave was large inside and there was an abundance of sticks and other debris. The Cave looked as if was upset due to the amount of water gushing down the sides. Inside the cave it smelt like a rainforest because of all the dampness. In some parts it smelt like rotten eggs because different types of birds had used it as a nesting ground. The stagnant smell of water was incredibly strong in parts of The Cave.
Now, Alice was a young teenage girl who went to a posh boarding school. She had beautiful long golden locks, that hung past her waist. Her eyes, which were as blue as the sea, were as round as basket balls. Alice, with her golden hair and school uniform, looked like a barbie doll. Alice was tall , slim and very beautiful.Her shoes, which were dark black,looked like ballet shoes.They were polished every day after school by her maid.
This wasn't the first time that Alice had run away from school. It also wasn't the first time that Alice had used The Cave to hide in. She had always thought that her flash niform would make her popular but in fact it had alienated her from her fellow students who picked on her constantly. As Alice headed towards her usual hiding spot she reflected on what had made her run away this time.
Yet again her arch nemesis, Nelly, had been teasing her about her clothes. Nelly, who was a ugly jealous brat, always picked on Alice and called her Chicken legs which never ceased to anger Alice. This time it was even worst because Nelly had not only called her Chicken Legs but poured relish on her hair.
As Alice ran into cave she could feel the ground shaking. Suddenly the ground collapsed inwards and the entrance closed over with rocks. Alice tried to quickly pull the rocks out of the entrance but they were too heavy and the aching throb in her wrist probably meant it was broken. As Alice searched for a way out her despair incresaed because she could not find an opening. She was about to give up when her foot sank into quick sand. Man , I'm having a bad day she thought. As Alice struggled to get out of the quick sand she sank deeper and deeper. Suddenlly as her whole head disappeared under the mud she felt a cold sharp pain in her legs. She had found an underground cavern fill of water. The current swept her out to into the sea. As she gasped for breath she slowly got out of the water and fell on the beach.
" I' m alive," she said.
Not for long thought the waiting crocodile.
Now try making
complex sentences from two simple sentences.
Here’s an example ( try using who,
which, whose and that):
My brother is not
popular with the neighbours. My brother
scares the postman away.
My brother, who scares the postman away, is not popular
with the neighbours.
1. My sister
has green and purple hair. My sister is
older than me.
My sister, who is older than me, has funky green and purple hair, that flows like a bird when she runs, which makes her look like a princess.
2. The weather in Brussels has been terrible
lately. The weather is starting to
get worse.
3. The table is
only small. The table cannot support the
weight of 25 children.
4. In my opinion the sandwich I am having for
lunch will be delicious. I am having a
jam, tuna and garlic sandwich.
The ice cream, which was freezing cold, was yummy to eat, although it wasn't big enough..
The ice cream, which was freezing cold, was yummy to eat, although it wasn't big enough..
-Introduction
- Middle
- Conclusion
- A genre (horror, mystery)
- Setting / Background
- Indirect and direct speech
- Characters
- Goodies and baddies
- Punctuation
- Expression (how the characters are feeling)
- A good ending (happy, mysterious, cliff hanger, sad, emotional,twist)
- Detail (adjectives)
- Author
- Humour
-Action
-Hook
-Good names
-Got to make sence
-Details
-Got to have a good title
- Different types of sentences.
We are learning about different ways to start a narrative.
Remember that stories can begin in 4 different ways. It can start with: description of a
character, description of the setting, action or dialogue. Below are some different openings to a story.
Read them through and decide which type of opening it is.
1.
“Shut up!” shouted
Jim. He was fed up of Sarah telling him
to have a bath. He would have one when he wanted!
2.
Rebecca was a lazy
girl-even her mother thought so. She was so lazy, she couldn’t even be bothered
to pick her own nose.
3.
The door burst open,
leaves swirled around the passage.
Distant screams could be heard, as the misty night grew darker and
colder.
4.
Ingrid lived in a small,
quiet town in Doncaster, surrounded by fields and meadows. At this time of year, it was especially
beautiful, as all the flowers were out to bloom.
5.
“Oh for goodness sake!
Who stole my Groovy Chick pencil this time?”
“Not
me. Don’t even try to blame me. I ain’t took it!” protested Lucy.
6.
Ugly. That’s how you’d
describe Billy Bobbins. Ugly. What with his large spotty nose, crooked teeth
and lazy eye, he wasn’t exactly a model. But nevertheless, Lucinda still
fancied him rotten!
7.
Graham had the letter in
his hand. Time was running out, he had to get to the post office in double
quick time, this was his last chance.
8.
The sun went down over
the tall towers that loomed over the smoke filled city. New York was a pretty impressive place. A
place that once you’d been, you didn’t want to leave.
In your introduction use an example of a simile and personification.
The mechanical beast charged and roared like a bull as it entered our school yesterday. As Paul drove his piece of transportation into the school the ground shook like a dandelion in a windy storm.
The machine sounded loud as it wheeled into our school. It's engine grumbled, rumbled and complained like an angry bear. As it stampeded towards our class the engine's low and deep sounding motor dropped its reeves and soon all that was left was a deafening silence. Suddenly I noticed the creaking and groaning of the different parts of the contraption as it cooled down.
Harley Davidson
Sounds like
loud
roaring lion
angry bear
gristling
old motor
rumbling
grumbling
stampede
reeving
low
deep
engine
Looks like
polished
transformer
shines
sparkles
blinding
glitters
glimmer
metal
dazzling
glistens
rubbery hand grips
throttle
cheeky
old
wheels
seat
chain
number plate
Feels like
wind in my face
hot metal feels like a hot water bottle made out steel
vibrates
rubber feels soft,strong and stretchy
cold metal
greasy
oily
Smells like
suffocating
melted plastic
exhaust pipe
stale air
Tastes like
fumes
metal
rubber
gas
petrol
smoke
fresh paint
stale air
Rules For Speeches
- Listen to the person making the speech.
- Make sure you are listening and not doing something else.
- Show respect to the person.
- Applaud when they are finished.
We are learning about direct speech and indirect speech.
WALT express emotions and feelings by describing what is happening through the senses.
- we can express what our athlete is feeling
- describe what they are experiencing through at least three different senses e.g. “I trembled as I gripped the javelin” (feels like)
- we can convey our athlete’s emotions and feelings without directly saying what is being felt e.g. “the bang of the gun shocked me into action.”
- the reader of your story can identify what the result in your athletes event/race was without directly stating what happened. “I did it! Now I could go home with a true sense of pride.”
Oscar Pistorius
The night before the race I lay in bed in the dark listening to his bedside clock ticking beside me. The ticking seemed deafening and I tossed and turned to try and get some sleep. Inside my mouth I could feel my tongue dry against the roof of my mouth. Tomorrow was the biggest day of my life. It would be me against the best runners in the world.
As I set myself down at the starting line, my legs trembled at the running blocks. Sweat began to pour down from my forehead down onto my chin. I'd been in this position a thousand times but this time my arms trembled as I waited for the gun to go off.
Bang! The others in front of me took off before I even managed to stand up. With a sudden burst of energy I soon caught up with the others. My legs began to skim the track like a stone over the water. I could hear my heart thumping in my ears and felt the whoosh of blood rush through my veins. This was going to be my day - nothing was going to stop me winning that Gold medal.
As I approached nearer the finish line I saw the Russian come up beside me on the last corner. His face straining and twisted, the steam from his breathe puffing in front of him - just like me. In two more strides he met the finish line with giraffe like neck. I looked at the scoreboard and held my breath. As I saw the results flash up I held my hands over my face and collapsed onto the track with a thump.
There was always next time.
Imagine you are at the start of the 100 metre final at the Olympics. Describe through your senses what it is like.
Sounds like:
ringing in your ears
cheering
whistling
gun shot
shouting
clapping
screaming
heart thumping like a horse running on concrete
announcer over the P.A
breath sounded like Darth Vader because of nerves
foosteps
Looks like
other competitors
finish line
shoes
race track
white lines
crowd
flags waving
other events
friends and family
New Zealand
cameras flashing like lightning
coach manager
score board
Feels like
- nervous
- butterflies in stomach
- confident about victory
- dry mouth
- warming up
- gritty race track
- tight race unifrom
Tastes like
- plain taste
- refreshing water
- saliva
- taste the sweat
- the Sahara desert
Smells like
- chalk from the pole vaulters
- sweaty bodies
- new track smelt like clean washing
- deorderant
- bad breath
- perfume
- hot dogs, pop corn and chips from the crowd
- hair conditioner
The biggest day of my life; the 100 metre Olympic final.
As I walked up to the starting line I looked into the crowd and could only see a sea of colours. There were hundreds of flags dancing in the wind as the spectators waved them. I could see my family and friends eating hot dogs, pop corn and chips. They notice me watching them and their eyes lock on me and then Grandma verociously screams,
"Run like the wind Matthew!'
My eyes then meet my coach who is jumping up and down like a kangaroo, he is tense with excitement and he is screaming,
"Remember the tactics!"
My mouth is as dry as the Saharan desert and tastes as bland as the sand that lies in this area. At once I have a drink of my specially designed sports drink and instantly I detect the
Imagine you are at the start of the 100 metre final at the Olympics. Describe through your senses what it is like.
Sounds like:
ringing in your ears
cheering
whistling
gun shot
shouting
clapping
screaming
heart thumping like a horse running on concrete
announcer over the P.A
breath sounded like Darth Vader because of nerves
foosteps
Looks like
other competitors
finish line
shoes
race track
white lines
crowd
flags waving
other events
friends and family
New Zealand
cameras flashing like lightning
coach manager
score board
Feels like
- nervous
- butterflies in stomach
- confident about victory
- dry mouth
- warming up
- gritty race track
- tight race unifrom
Tastes like
- plain taste
- refreshing water
- saliva
- taste the sweat
- the Sahara desert
Smells like
- chalk from the pole vaulters
- sweaty bodies
- new track smelt like clean washing
- deorderant
- bad breath
- perfume
- hot dogs, pop corn and chips from the crowd
- hair conditioner
The biggest day of my life; the 100 metre Olympic final.
As I walked up to the starting line I looked into the crowd and could only see a sea of colours. There were hundreds of flags dancing in the wind as the spectators waved them. I could see my family and friends eating hot dogs, pop corn and chips. They notice me watching them and their eyes lock on me and then Grandma verociously screams,
"Run like the wind Matthew!'
My eyes then meet my coach who is jumping up and down like a kangaroo, he is tense with excitement and he is screaming,
"Remember the tactics!"
My mouth is as dry as the Saharan desert and tastes as bland as the sand that lies in this area. At once I have a drink of my specially designed sports drink and instantly I detect the
Where do you put the ball?
What do you do?
How do you play Jacks?
When do you
We are making up right there questions about Chicken Olympics.
Who wrote the Chicken Olympics?
Marie Langley.
What did mum say that Auntie Fluff looked like she was
wearing?
Petticoats.
What are the hen's names?
Speckle, Dora and Auntie Fluff.
Think of 10 different uses for a gold medal.
Term 3
Today we are writing a persuasive piece of writing about Oscar
Oscar Pistorius is a man without any legs. He runs on metal legs and is one the fastest 200 metre runners on the planet. He is going to be running in the 2012 Olympics in London.
I think that Oscar should be allowed to run in the Olympics.
I believe this because
This term we are going to be writing reports. Use information from the blog to write a report about London.
Use these questions as your sub headings for your report.
What is there to see and do in London?
What are some traditional London foods?
What is Buckingham palace?
Quick Facts About London
You will be assessing your reports this term against this checklist.
Features
|
Yes
|
No
|
A Heading
|
||
Subheadings
|
||
Pictures
|
||
Diagrams
|
||
Labels
|
||
Captions
|
||
Facts not opinions
|
||
Technical words to do with the subject
|
||
Text
organised into paragraphs
|
||
Varied
sentence beginnings
|
||
The text
contain words like ‘I’, ‘we’ and ‘think’
|
Hatchet Book Review
Be sure to:
- say whether you enjoyed the book
- what did you like or not like about how the author wrote
- what were the things you liked or disliked about the book
Things you might like about this story:
- action (tornado, skunk,moose, bear, porcupine, birds, plane, crash, berries, wolf)
- drama
- his battle to survive
Spelling Rules
When a word ends y turn the y into an i except for ing.
empty - empties - emptied - emptying
When adding ing onto a word drop the e.
bake - baking
When adding er or est drop the y and add i.
happy - happier - happiest
When adding est or er to a word double the consonant if it has a vowel before the last letter.
fat - fattest - fatter
short - shorter - shortest
big - bigger - biggest
When a one syllable word ends in a consonant double the consonant when adding ed or ing
hop -hopped - hopping
A suffix is an ending for a word e.g ing
All Reading and Writing Groups
When you have finished write a poem about the thunderstorm last night.
Use personification and similes!!
Here is an example:
Comets - Blue
Be sure to:
- say whether you enjoyed the book
- what did you like or not like about how the author wrote
- what were the things you liked or disliked about the book
Things you might like about this story:
- action (tornado, skunk,moose, bear, porcupine, birds, plane, crash, berries, wolf)
- drama
- his battle to survive
Spelling Rules
When a word ends y turn the y into an i except for ing.
empty - empties - emptied - emptying
When adding ing onto a word drop the e.
bake - baking
When adding er or est drop the y and add i.
happy - happier - happiest
When adding est or er to a word double the consonant if it has a vowel before the last letter.
fat - fattest - fatter
short - shorter - shortest
big - bigger - biggest
When a one syllable word ends in a consonant double the consonant when adding ed or ing
hop -hopped - hopping
A suffix is an ending for a word e.g ing
All Reading and Writing Groups
When you have finished write a poem about the thunderstorm last night.
Use personification and similes!!
Here is an example:
Gashing light and clapping booms,
Thunder sounds throughout the rooms
Echoing wide as each crack takes shape,
While sheets light ever corner of the night scape
In the most magnificent of light shows.
Sitting down to take in the storm
I give in to the currents, give in to this storm.
The mist drops down surrounding my home,
Then the claps and booms, the billowing moans
Strike around me again in the dark.
Shaking my seat the energy vibes
And light again fills the skies.
Sounds slam down upon my bones.
Electrical currents fill the room.
This is a thunderstorm.
By Jessica A Tucker
Comets - Blue
We are learning to write an explanation about a volcano.
A volcano is a mountain that can spit out lava, rocks and ash.The lava comes out from deep inside the Earth.The volcano is formed by lava cooling down and turning into rock.
What is a dormant volcano?
Dormant volcanoes do not erupt for a very long time.
What is a dormant volcano?
Dormant volcanoes do not erupt for a very long time.
Lake Taupo erupted 1800 years ago. People in China and Europe saw the ash that was caused by the eruption. It blocked out the sun and their crops of food did not ripen. The people were scared and did not know what was causing this. They were not ware that a volcano in the South Pacific had erupted. This eruption was one of the biggest volcanic eruptions in the last 5000 years.
Black Holes, Supernova
On Christmas eve, 1953 water in the crater of Mount Ruapehu over flowed and created a lahar. The water from this lahar crushed the bridge at the base of the volcano. The train that was going go across this bridge had no idea that it had collapsed. Cyril, a post worker, tired to warn the train by flashing a light at the driver. But it was too late. Most of the carriages went over the collapsed bridge and shattered into the bank of the river bed. Fortunately, three carriages stayed on the rails. One hundred and thirty form people survived but 151 died. Twenty bodies were never found including the driver and train fire guard.
Comets - Blue
Pet - her - bridge
t -a -g
soc - cer
ph 0ne
Black Holes, Supernova and Stars.
We are learning about compound and complex sentences.
The teacher did cartwheels down the hall (simple sentence).
The teacher did cartwheels down the hall and the children clapped wildly (compound sentence uses conjunctions).
The teacher, going red in the face, did cartwheels down the hall and the children clapped wildly (complex sentence adds more detail).
Here are two simple sentences.
The elephant stepped onto the diving board.
The swimmers rushed from the water.Turn these into a compound and complex sentence.
The elephant, trembling with fear,` boldly stepped onto the diving board as the swimmers hurriedly rushed from the water. By Anya and Shannay
Black Holes, Supernova and Stars.
Today we are writing an explanation about tornadoes. Remember to use an introductory paragraph and answer the following:
What is a tornado? What does it do? How does it start, what causes a tornado? Which country has the most tornadoes? Are there different types of tornadoes?
What are some interesting facts about tornadoes? Is New Zealand prone to tornadoes?
Key Words
tornado, twisting funnel, portended, greenish clouds, dark, thunder clouds, Tornado Alley, destruction,
uproot trees, destroy buildings, hot air that rises collides with cold air and begins spinning, storm, whirling, deadly, fatal, terrifying, dust devil, water spout, average 20 tornadoes per year in N.Z,
1948,Hamilton, 3 fatalities,injured 80, destroyed 200 buildings,
Today we are writing an explanation about tornadoes. Remember to use an introductory paragraph and answer the following:
What is a tornado? What does it do? How does it start, what causes a tornado? Which country has the most tornadoes? Are there different types of tornadoes?
What are some interesting facts about tornadoes? Is New Zealand prone to tornadoes?
Key Words
tornado, twisting funnel, portended, greenish clouds, dark, thunder clouds, Tornado Alley, destruction,
uproot trees, destroy buildings, hot air that rises collides with cold air and begins spinning, storm, whirling, deadly, fatal, terrifying, dust devil, water spout, average 20 tornadoes per year in N.Z,
1948,Hamilton, 3 fatalities,injured 80, destroyed 200 buildings,
We are learning about tornadoes.
What is a tornado?
What causes a tornado?
Is New Zealand prone to tornadoes?
Interesting facts about tornadoes.
Comets
We are learning to skip unknown words.
We are learning about wind turbines
blade
generator
tower
cable
electricity
wind
Whole Class Literacy Learning
We are learning to write a persuasive piece of writing.
Should lollies be allowed at school?
Reasons For
enjoyment - the kids will enjoy school more.
energy-they will give the kids energy when they are tired.
yummy- lolies are yum.
Reasons Against
teeth-they rot teeth.
addictive- sugar is addictive.
distracing- they distract kids.
Jay Marsh
63 Salisbury Road
Richmond
Nelson
7050
3/5/12
Mr Dorman
St Paul's School63 Salisbury Road
Richmond
Nelson
7050
To Mr Dorman
Re: Lollies At School
I am hot and bothered that lollies are going to be allowed at school and in the class room. I am totally disgusted about this and totally disagree with this.
Firstly, I believe that lollies should not be allowed at school because it is unhealthy. It is a scientific fact that lollies eaten in abundance are very bad for children's' teeth. If they are eaten over a long period of time they can cause teeth to rot and create cavities and holes. Lollies can also make children hyper and cause highs and lows with them. They can effect children's immune system and can cause them to put on weight.
Secondly,
Thirdly,
For the reasons above I believe that
Yours Sincerley
Jay Marsh
Firstly, I believe that lollies should not be allowed at school because it is unhealthy. It is a scientific fact that lollies eaten in abundance are very bad for children's' teeth. If they are eaten over a long period of time they can cause teeth to rot and create cavities and holes. Lollies can also make children hyper and cause highs and lows with them. They can effect children's immune system and can cause them to put on weight.
Secondly,
Thirdly,
For the reasons above I believe that
Yours Sincerley
Jay Marsh
We are learning to use and set out direct speech correctly.
"Good morning," Mr Turnhout said to me.
"Good morning Mr Turnhout!" I replied.
Commas
We are learning about conjunctions.
Speech Marks
We are learning about simple and complex sentences
Explanation
Writing Checklist
In
my writing I have used:
|
|
Punctuation
|
|
Capital
letters
|
|
Full
stops
|
|
Question
marks Commas
|
|
Vocabulary
|
|
Technical
vocabulary
|
|
Time
connectives – next, later…
|
|
Causal
connectives – so, because, when…
|
|
Correct
spelling
|
|
Underlined
technical words
|
|
The
present tense
|
|
Layout of
writing
|
|
Started
each page with a question
|
|
Sub
headings
|
|
Labelled
diagrams or pictures
|
|
A
contents page
|
|
A
glossary
|
|
ANZAC Poppies Being Made In China
The ANZAC poppy has in the past been made in New Zealand by people working for the IHC. Now they are being made in China because it saves hundreds of thousands of dollars which will be given to war veterans.
Do you think the ANZAC poppy should be made in New Zealand or China. Make up a persuasive piece of writing about it.
Reasons For
Reasons Against
Checklist
for Persuasive Writing
«¡¡¢¨¦¤ §«¡¡¢¨¦¤ §«¡¡¢¨
Persuasive texts come in many
different forms. Some include advertisements, letters, debates, articles and
reports.
Their main purpose is to persuade the
reader to see an argument from their point of view and change their mind, buy
or support something.
ü An introductory paragraph that states the argument
ü Words likeI Some believe that…
In
my opinion…
Therefore…
Moreover…
For
this reason…
I
feel that..
Surely…
I
am sure that…
Firstly…
Secondly…
It
is certain…
ü Each paragraph states a reason or opinion and then is followed by 2 or 3
pieces of evidence to support it.
ü Points out the arguments for and against
ü Has facts that support the evidence given
ü Ask the reader questions that encourages them to think
ü A strong concluding paragraph that sums up the main argument
Fullstops - We are learning to write an introduction to our biography.
Sir Edmund Hillary was a famous New Zealander.
He was born on the 20th of July 1909. He had a brother called Rex and did bee keeping with him. In his spare time he would do rock climbing.
When he was a bit older he joined the Royal NZ Air Force.
Commas - We are learning to write an introduction and early life paragraph.
Tutankhamen was a young pharaoh whose tomb was discovered in 1922.
He became a pharaoh when he was nine. He was King more than 3000 years ago. Tutankhamen reigned as pharaoh for nine years. He died when he was 18 years old.
When he died they
Speech Marks - We are learning to write an introduction and early life paragraph
Margaret Mahy is a famous New Zealand author and illustrator.
She wrote her first book when she 7 years old and she uses this book when she visits schools. Maragaret was born in Whakatane in 1936. She wasn't interested in reading until she discovered School Journals.
Margaret Mahy is a famous New Zealand author and illustrator.
She wrote her first book when she 7 years old and she uses this book when she visits schools. Maragaret was born in Whakatane in 1936. She wasn't interested in reading until she discovered School Journals.
Biography Checklist
Features
|
1 = Excellent
2 = Good
3 = Satisfactory
4 = Needs improvement
|
Is it written in the Third person?
|
|
Is it in the past
tense?
| |
Are there facts
about the person’s life?
|
|
Are there dates
to show when events happened?
|
|
Is it in chronological
order?
|
|
Are there any time
connectives?
|
|
Have you written in clear paragraphs?
|
|
Have you described in detail?
|
|
Is there any emotive
language?
|
|
Will your writing keep the reader interested?
|
In the beginning Room Weka thought an autobiography and a biography was about plants and space.
Anya thought that an autobiography was about someone writing about their life.
Liam went home over the weekend and found that a biography is an account of someone’s life written by someone else.
He found that an autobiography is a book about the life of a person written by that person.
We are learning to write in paragraphs.
We are learning to write a topic paragraph.
http://www.freeclubweb.com/powerpoints/languagearts/paragraphs.html
We are learning to write in first and third person tense.
First person tense is when you use words like I and we (autobiography).
Third person tense is when you use words like he,she or a person's name(biography).
First Person or Third Person?
| First Person? | Third Person? | |
| 1) He went for a walk in the park. | ||
| 2) Max climbed up on to the table. | ||
| 3) I jumped into the swimming pool. | ||
| 4) We went to the beach. | ||
| 5) Peter and Sam played on the computers. | ||
| 6) I dropped my ice cream on the floor! | ||
| 7) Danny read his book to the teacher. | ||
| 8) Paul's group read a book together. | ||
| 9) I listened to the radio when I was driving my car. | ||
| 10) We were late this morning! |
What is an inference?
Alisha and Lily thought that it was reading between the lines.
Here's an inference puzzle
Clue 1 - I'm made of wood.
Clue 2 - I have a hole in me.
Clue 3 - I have pegs.
Clue 4 - I can be noisy.
Clue 5 - I have six strings.
Answer - I am a guitar.
We are learning to visualise. When authors write, they use words to describe things.The words make a picture in your mind. Creating a picture in your mind or drawing the picture on the paper can help you understand what you are reading.
Comets
We are making a wordsearch from a Joy Cowley story.
Key Words
uncle
Andy
singlet
garment
wore
summer
cotton
army
surplus
wire
pouch
bracken
We are learning to use strategies when we read an unknown word.
1. Look at picture for clues.
2. Say the first sounds.
3.Stretch the word
4. Chunk out the word
5. Skip it and come back to it.
We are learning about Sir Edmund Hillary. Here are some key words:
- Percival
- Augustus
- Gertrude
- Solomon Islands
- Mount Everest
- Rex
- bee keeping
- climbing
- joined
- during
- World War 2
- flying boat
- boat accident
- burnt
We are learning about Mother Teresa.
Here are some key words:
- Agnes
- Macedonia
- youngest
- three children
- builder, father
- Albania
- 18
- sister
- Ireland
- India
- Darjeeling
- Himalayas
- December
- sick poor
We are learning to skip an unknown word and then reread the sentence.
We are learning some survival tips for Earthquakes.
We are learning about Sir Edmund Hillary. Here are some key words:
- Percival
- Augustus
- Gertrude
- Solomon Islands
- Mount Everest
- Rex
- bee keeping
- climbing
- joined
- during
- World War 2
- flying boat
- boat accident
- burnt
We are learning about Mother Teresa.
Here are some key words:
- Agnes
- Macedonia
- youngest
- three children
- builder, father
- Albania
- 18
- sister
- Ireland
- India
- Darjeeling
- Himalayas
- December
- sick poor
We are learning to skip an unknown word and then reread the sentence.
We are learning some survival tips for Earthquakes.
Black Holes and Supernovas
We are making a crossword about Joy Cowley using different types of questions.
What find and retrieve questions could you make up about the paragraph below?
What's one inferential question you could make up?
In the early years at school, I was a slow and struggling student and I could have added to the country's illiteracy statistics. The experience of trying to learn to read with a meaningless system of fragmented language, has made me a passionate advocate for the beginner reader, the slow reader, the reader who has English as a second language. I believe that learning to read must be a pleasurable and meaningful exercise. If it isn't, then we teach children to read and to hate reading at the same time.
Find and Retrieve Questions
Find and Retrieve Questions
What kind of a student of a student was Joy Cowley? A slow and struggling student.
Why could Joy have joined the countrys illiteracy statistics? Beacuse she couldn't read and write.
Why could Joy have joined the countrys illiteracy statistics? Beacuse she couldn't read and write.
We are learning to make inferences about characters.
Regan
-= He's young
- He's intelligent and possibly worried
- He's nervous, scared and anxious
- In a crowd, at a school hall.
- He's possibly at some sort of competition
Sue
- She's an adult.
- She's sporty.
-She's disappointed.
- It's taking place during the day and possibly on a island.
Sarah
- She's sporty.
-She's disappointed.
- It's taking place during the day and possibly on a island.
Sarah
- She sounds famous and popular.
- Happy to be wearing her comfortable T-shirt and messy jeans.
- She is worried that the press might find her.
- She sounds relaxed, sleepy and happy to be alone.
- She might be between 16-25 years of age.
Black Holes - We are learning about biographies and autobiographies.
Michel Tuffery
- He's an artist and makes sculptures out of tins.
- He's probably Samoan
- He likes art books
- He's made movable turtles and bulls
- He made a fish for the Sydney Olympic games
- He has a daughter,Tiare
Stars and Planets
What find and retrieve questions could you make up about the paragraph below?
What's one inferential question you could make up?
An inference is reading between the lines. It is when you use clues to find out the answer.
A find and retrieve question is when you skim read for key words that help you find the answer. A answer is right there in the text.–
I am still writing full-time. These days the creative hours are divided between adult writing - articles, spiritual reflection material, stories and novels - and books for children. I still write graded reading material for schools but I also do picture books and novels, trade titles which children can own. Most weeks, the bulk of writing time is spent answering letters from young friends all over the world, a task that I consider to be more play than work.
Find and Retrieve Questions
¨1. Does Joy Cowley still write graded stories? Yes.
2. Does Joy Cowley still write picture books and novels? Yes.
3. What does Joy Cowley spend most of her time doing? Writing letters.
Find and Retrieve Questions
¨1. Does Joy Cowley still write graded stories? Yes.
2. Does Joy Cowley still write picture books and novels? Yes.
3. What does Joy Cowley spend most of her time doing? Writing letters.
4. Is Joy Cowley an author or an illustrator? Author
We are learning to make up inferential and find and retrieve questions.
Here are some questions about Joy Cowley!
- How many times did she get married?
- How many grandchildren does she have?
- How many children does she have?
- What does she do in her spare time?
- Where does she live?
We are learning to make inferences about characters.
Tom
- He's angry.
- He's young
- He likes sports
- He might be in school or at some changing rooms
- He may have made a mistake in the game.
Hannah
- She is young probably a toddler.
- She is kind, cute and happy.
- She is excited because she is receiving a present.
- It is taking place at her house.
- It is taking place at Xmas or her birthday.
- How many grandchildren does she have?
- How many children does she have?
- What does she do in her spare time?
- Where does she live?
We are learning to make inferences about characters.
Tom
- He's angry.
- He's young
- He likes sports
- He might be in school or at some changing rooms
- He may have made a mistake in the game.
Hannah
- She is young probably a toddler.
- She is kind, cute and happy.
- She is excited because she is receiving a present.
- It is taking place at her house.
- It is taking place at Xmas or her birthday.
Stars - We are learning about biographies and autobiographies.
Michel Tuffery
- He's an artist and makes sculptures out of tins.
- He's probably Samoan
- He likes art books
- He's made movable turtles and bulls
- He made a fish for the Sydney Olympic games
- He has a daughter,Tiare
Planets and Stars - We are learning about biographies and autobiographies.
Tutankahmen
-
Planets - We are learning about biographies and autobiographies.
Margaret Mahy
- Her first book is called Harry Is Bad.
- She's published over 120 books.
- She has won the Hans Christian Anderson award.
- She likes making people laugh
- Every school that she visits she brings her first book that she made
- Her books have been translated into 15 different languages
- She lives in Banks Peninsula
- She likes Bruce Willis movies
- She has a poodle named Baxter
- Margaret likes astrophysics
- Her first book is called Harry Is Bad.
- She's published over 120 books.
- She has won the Hans Christian Anderson award.
- She likes making people laugh
- Every school that she visits she brings her first book that she made
- Her books have been translated into 15 different languages
- She lives in Banks Peninsula
- She likes Bruce Willis movies
- She has a poodle named Baxter
- Margaret likes astrophysics
Supernovas - We are learning about biographies and autobiographies.
- He wasn't a very good bike rider to begin with
- He almost rode into a cactus
- He didn't get the job for delivering newspapers
- He wasn't very good at it because he wobbled too much on his bike
-
- He almost rode into a cactus
- He didn't get the job for delivering newspapers
- He wasn't very good at it because he wobbled too much on his bike
-
