What do the letters represent?

Learning intention: We are learning to understand algebra.
Success criteria: I know I can do this when I write down three steps of how to solve an algebraic equation.

The word 'bear' in Te Reo Maori is pea!

Learning intention: We are learning Te Reo Maori.

Success criteria: I know I can do his when I label ten pictures of different kinds of animals in Te Reo Maori and English.

Do you want to swim in the giant foam?

Learning intention: We are learning to understand the text that we read.
Success criteria: I know I can do this when I answer the comprehension questions about the East Australian massive storm correctly using information from the article.

What happens if the elevated bus crashed into cars and poles?

Learning intention: We are learning to understand the text that we read.
Success criteria: I know I can do this when I answer the comprehension questions about the elevated bus correctly using the information from the article.

Place 4,5,3,10,46 and 14 in descending order!

Learning intention: We are learning to understand how to order numbers.
Success criteria: I know I can do this when I give an example for ordering numbers in the ascending order, from the smallest to the largest.

What verb should we use to describe this action?

Learning intention: We are learning to understand saying verbs.
Success criteria: I know I can do this when I explain that saying verbs shows the emotions that the speaker has.

I love making my insect sculpture!

On Thursday 7th of July, Room 7 had our last art lesson with Salome and Siliga. Salome planned for us to have a shared lunch to celebrate our last day of our art lessons for Term 2. First we all said a prayer and then we ate all the wonderful food.

After that, we were all told to grab our insect sculptures. The students who had not finished painting and gluing their insects needed to stay in the classroom to finish off their art piece. The other students had to go with Salome to take photos outside in our garden bed. I walked with Salome past Room 8 to our garden bed. Salome told us to be quiet because we didn't want to distract Room 8.

Soon, we arrived at our garden and I was the first to take a photo with my insect. First I had to hold my insect. Then I had to place my insect somewhere in the garden. I placed my insect near my broad bean plant. After that I was told to go back to class.

After we all came back to class, we had to present our insects to the rest of the class. We all sat around in a circle. I introduced what my insect was and the materials that I used to make my butterfly. Next I said a speech about Salome and Siliga helping me to make my insect. It was really fun.

My favourite part was when I said my speech because Salome and Siliga said that they loved my speech.

Learning intention: We are learning to understand and use descriptive language in our writing.

Success criteria: I know I can do this when I use adjectives to describe Room 7's last art lesson for Term 2.

Did you know that the word 'husband' in Te Reo Maori is 'tane?'

Learning intention: We are learning Te Reo Maori.

Success criteria: I know I can do this when I draw and label pictures of ten people and their groups in Te Reo Maori and in English.

Did you know that 'mountain' in Te Reo Maori is Maunga?

Learning intention: We are learning Te Reo Maori.

Success criteria: I know I can do this when I label ten geographical features in Te Reo Maori and in English.

The word 'visitor' in Te Reo Maori is manuhiri!

Learning intention: We are learning Te Reo Maori.
Success criteria: I know I can do this when I label ten pictures of the Marae in Te Reo Maori and in English.

Will my paper boat be able to float on the water?

How to make a paper boat!

Materials:                                

• Cyan coloured paper x1

Steps:

1. First you will need to fold your paper horizontally. Then you open it.
2. Next fold your paper again vertically and turn your paper to the left.
3. Fold the two top corners and fold it on the line in the middle leaving space at the bottom.
4. Fold one of the bottom flaps of the paper up to the folded triangles.
5. Turn the paper over and fold the flap up.
6. Fold both bottom corners in.
7. Open up the bottom of the paper and press it together to make a square.
8. Fold up the bottom flap of one side of the paper to make a triangle.
9. Turn the paper over and fold up the flap.
10. Open up the bottom of the paper and press it together to make a square again.
11. Pull out the top of the square.
12. Now you can decorate your paper boat.  

Learning intention: We are learning to follow the structure of a procedure.

Success criteria: I know I can do this when I write down the materials and the instructions for making a paper boat.

I would like a new entrance for my bedroom door!

On Thursday 29th of June, my family and I went to the warehouse to buy ourselves some new clothes for us to wear on Sunday. First, we all got dressed up and then we ran to the car because it was very cold.

My dad drove our little black car and my mum and I looked outside to see what was happening. However we could not see very clearly because our car was moving. When we arrived at Sylvia park, we parked our car and the we walked over to the entrance on the roof.

We walked and walked until we reached the Warehouse. As we got close to the Warehouse, I felt really tired from walking all that way. I grabbed a trolley and pushed it to my parents. My mum grabbed me a pair of pink sport shoes and a rainbow striped singlet. My dad and my brother went to the shoe section and bought some school shoes and a black suit for themselves to wear to our new church called St. Columba.

Meanwhile, my sister was begging my parents to buy her a new pink and purple bike but my parents said, "No!" because we didn't have enough money. So my sister decided to buy a little live pet which was a white and blue bird. Afterwards, I went over to the dressing room and I saw Lupe and Lasike with their mother looking for some new clothes. I walked over to Lupe and said, "Hi have you come to buy new clothes?" Lupe said,

"Yes I have!" Then I walked to my mum to try the clothes in the changing room.

Eventually, my family and I walked over to the checkout to pay for our clothes. The cashier scanned our clothes and we paid the cashier.

My favourite part of that day was when my family and I walked through the clean new entrance.

Learning intention: We are learning to use descriptive language in our writing.

Success criteria: I know I can do this when I use different sentence starters for example eventually and meanwhile to start my paragraphs about my trip to the Warehouse.

If your father was in danger, will you rescue him like Violet?

Learning intention: We are learning to show understanding of the text that we read.
Success criteria: I know I can do this when I write down four words to describe the book: Thea Stilton and the Great Tulip Heist.

Wow, I haven't seen such amazing dance moves before!

On Friday 10th of June,  my family and I went to my mum's work to help her to fundraise money to buy new books and new shelves for the pre-schoolers  so that they had a place their bags when they arrive to school.

My mum and I decided that we could have a disco ball as our fundraising event. The teachers liked the idea so my mum and I went to the shops to buy some decorations. We bought colourful stripes, plastic cups and plates, glow in the dark bracelets, a roll of wrapping paper and some prizes for the guests and children.

Soon, we arrived back at school to set up the table for the priest, his wife and my dad. I put a white cloth on top of the table and my mum helped me. After that, one of the teachers called Lana wrapped up 3 bottles of wine to be give out as an award to the best dressed mum, dad and for the person who received the most amount of money during the dance. She also wrapped up the children's prizes for best in dancing.

While Lana was wrapping up the presents, I was in the kitchen helping my mum to cook some of the food for supper. I added some herbs into the chicken and placed the cooked chicken onto  plastic plates. My mum had made a delicious potato salad and my mum's friend cooked some chop suey. When people are starting to arrive, I washed my hands and went upstairs to where the Early childhood centre is.

Then the priest prayed before the children could have their dance. After that, my dad called out the little children who danced their best, while I passed around lollies to the little children who were dancing. I saw some very interesting dance moves from two little girls named Ashleigh and her cousin Immy.   

Later on, my dad announced the best dressed mum and best dressed dad award. Their names were Lorayne and Daniel. My dad chose Immy for the best dancer because she got the most amount of money. Lastly we had one last song of the running man challenge. The little children, my brother, my sister, friends and I danced so hard that we nearly broke the floor.

My favourite part of the night was when I went around to give some lollies to two little girls because I liked how they danced to the music and used actions that people did not know.

Learning intention: We are learning to understand and use descriptive language in a recount.

Success criteria:  I know I can do this when I use adjectives to describe my weekend helping my mum to fundraise some money for the Early childhood centre.

Would you like to be a gymnast?

Learning intention: We are learning to follow the correct structure of a narrative.
Success criteria: I know I can do this when I use flipsnack to organise the paragraphs that I have written about Laura the gymnast.