Jamie's e-Portfolio

Writing

I am learning to: Write and Publish a poem.

I can do this when I can :

Describe myself using a range of different words including adjectives.
Read my poem with a clear voice at the right speed and noise level.

Next Step : Write a Bio poem about one of your family members or a pet.

We learned about ANZAC Day and wrote a description about some photos from the war.

I am learning to: Write to describe.
I can do this when I can:
- Write sentences that talk about what is happening in the photo.
- Write sentences that make sense.
- Use verbs (doing words) in the right place.
- Use punctuation correctly.
- Write in detail.

I have used capitals in my writing. My next step is to use a dictionary.

Art Term 1

We took part in an art workshop with Neil Shaskey.

We were learning to: sketch a portrait.

We showed we could do this when we could:

- Draw facial features the correct shape and size.

- Position facial features correctly.

- Use shading techniques.

We really enjoyed the workshop and were proud of the art work we produced. We thought the shading was hard but we didn't give up.

Maths

Today in maths we finished our fraction ice creams.

We are learning to:

- Identify symbols for fractions.

- Say the names of fractions correctly.

- Find fractions of groups.

- Show the CARE value Excellence in our work presentation.

Our next steps are to:

- Apply this knowledge to find fractions of larger groups of objects.

- Improve our work presentation.

To watch the slideshow, please click the link below:
http://photopeach.com/album/b0yx7y?invitecode=f1aa506f6e

Schooloak sent you a video: "Recorder"

Schooloak has shared a video with you on YouTube

We are learning to play the recorder.
We can do this when we can play in time and play the correct notes.
Our next step is to practice and learn new songs.

Recorder

by Schooloak

Recorder

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CARE Values

We are learning to show the CARE value Excellence. One way we did this in Term 1 was to have a quick tidy up of the school grounds. We picked up heaps of rubbish, returned sports equipment and delivered things to lost property.

Our next step is do this by ourselves when we walk past some rubbish or sports equipment that is in the wrong place.

Reading

We are learning to use our knowledge of word families and blends to work out unknown words and spell words.

One game we play to help us with our reading and writing is 'Pass The Bomb'. We have cards with parts of words, word families (e.g ing) or blends (eg. bl). When the Bomb comes to you you have to say a word that has the letters on the card in it. If the Bomb goes off you have to keep the card. At the end of the game the people who don't have a card are the winner.

E.g. One card had 'bl' on it so we said words like black, blank, blast...

Our next step is to include some of the more challenging cards in the game.

Maths

We are learning to: recall addition and subtraction facts in 3 seconds or under.

We play a game with dice. Two people roll a dice at the same time. They then have to add or subtract the numbers on the two dice. The winner gets to challenge another person in the circle.

We have noticed that we are getting faster at recalling our basic facts.

Our next step is to have a practice at home with dice or on mathletics.

My video story

My video story with Matthew

2013 Writing Term 4

2014 Writing Term 4

An awesome author uses finger spaces, capital letters and punctuations.

They also give their story a title, use different sentence beginnings and they use ‘wow’ words and lots of Fast Words.

Student reflection on Oaklands 50^th Jubilee:

2014 Term 4 Maths

2014 Term 4 Maths

I am learning to:

Solve problems mentally (addition & subtraction) using basic facts I know.

2014 Term 4 Reading

2014 Term 4 Reading

In my group I am learning to predict, clarify words and phrases I do not understand, ask questions and summarise the text in my own words.

Mrs Bergmann: What do you like best about reading?

Student Voice: I like learning quite a few things and read big books.

2014 Term 4 Music

Students are given the opportunity to experiment with a musical instrument and playing different simple music pieces that could then be built on to create a larger unit incorporating the skills learnt.

Student Voice:

I like to play the recorder because I can do it very well.

2014 Discovery Tern 4

2014 Discovery Term 4

WALT - to use our Key Competencies during Discovery.

Student Voice - " I am being creative at Discovery and participating by making some flags out of paper".

2014 Term 3 Writng

2014 Term 3 Writing

We are learning to:

write a description

use an iPad or Mac laptop to publish our writing

read our writing in a clear voice in front of an audience

We can do this when we can:

use interesting words, write sentences that make sense, use describing words and edit and read our work.

Teacher Comment:

You have used some describing words. Your next step is to add more describing words to your writing.

I like the way you story created a picture in my mind.

2014 Term 3 CARE

Term 3 CARE - Bronze Award

We are learning to:

Community:

Be a positive member of Room 23 and Oaklands School.

Active Thinking:

Use our initiative when making choices.

Respect:

Be kind and respectful towards others.

Excellence:

Be excellent students of Room 23 and Oaklands School.

Student Reflection:

I am showing excellence when I use great book standards.

2014 Term 3 Maths

2014 Term 3 Maths – Measurements

Mathematics Strand: Measurement – Length

This term we are learning to:

· estimate length of different objects and spaces

· measure length with non-standard and standard units

· use measuring language to compare length, width, and height

Success Criteria:

We can do this when we can estimate and measure different objects and spaces, using measuring language.

Student reflection:

Mrs Bergmann: Name something that is a meter long?

Jamie: The width of the blue table.

2014 Term 3 Music

This term we have been learning to participate and contribute in dance. Click on the link below to see our performance.

Music Video

Assessment Rubric Mark Book 400	1	2	3	4	5
Skill Participating & Contributing	I need help to participate and contribute	I can participate and contribute if I am prompted or directed.	I can participate and contribute . I cannot explain why it is important to do so.	I can participate and contribute . I can explain why it is important to do so.	I can participate and contribute . I can explain why it is important to do so. I act as a role model for others to help them participate and contribute I seek feedback on how to improve how I can participate and contribute.

2014 Term 1 TOPIC

Term 1 TOPIC

Our Big Idea:

Relationships are the foundation of a happy community.

WALT

Conceptual Understanding - Describe and/or define a relationship in a happy community

Skill Focus - I can participate and contribute to a restorative conversation.

SUCCESS CRITERIA

Relationships

We can explore and share ideas about relationships with other people.

OUR SOLO LEVEL

Multistructural

Because I can participate and contribute to a restorative conversation.

OUR NEXT LEVEL

Relational

We will be able to participate and contribute in a restorative conversation and know we are doing it to rebuild the relationship.

2014 Term 1 Maths

Term 1 Maths

WALT

Numbers can be rearranged and combined to make ten.

SUCCESS CRITERIA

We can rearranged and combine numbers to make ten.

OUR SOLO LEVEL

Relational

Because we can rearranged and combine numbers to make ten.

OUR NEXT LEVEL

Extended Abstract

We will be able to teach others how to do this.

2014 Term 1 Art Attack

I am learning to:

use different materials and techniques to plan and create a painting of a Morepork.

I can do this when I can: use drawing techniques, mix colours, use different painting technics and outline parts of my painting.

"You used painting technics well, to create your lovely Morepork" - Mrs Bergmann

Art Attack Rubric

Painting	Prestructural	Unistructural	Multistructural	Relational	Extended abstract
Planning Elements: Line, tone, texture, colour, form, shape, space	I need help to understand and use the elements of painting	My painting includes one relevant element	My painting includes several relevant elements	My painting includes several relevant elements I consider how these elements will interact in my finished painting I refer to the work of other artists to plan my painting	My painting includes several relevant elements I consider how these elements will interact in my finished painting and seek feedback from others I critique the work of other artists to inform my planning I revise my plan in response to feedback from others
Making Techniques: Sketching, correct brush strokes, colour mixing, texturing, applying black border	I need help to use the techniques we have learned this week	I use one technique independently and need help with others	I use several techniques independently	I use several techniques independently and can explain why they are appropriate to my artwork	I use several techniques independently and can explain why they are appropriate to my artwork I adapt my techniques to better meet my purpose
Communicating and interpreting	I need help to identify elements and techniques used in my painting	I can identify one element and/or technique used in my painting	I can identify several elements and/or technique used in my painting	I can identify several elements and/or technique used in my painting and explain how they are used to communicate a message	I can identify several elements and/or technique used in my painting and explain how they are used to communicate a message I evaluate how well my painting communicates the intended message I make changes where necessary to better convey my message

Term 4 Writing

Term 4

Writing

Student reflection of an author:

An awesome author, uses full stops at the end of sentences. She sounds out her words to make sure she can spell them correctly. She also uses finger spaces between the words.

Term 4 Discovery

Term 4

Discovery

We are learning to engage in positive relationships with others.

We focus on developing the following key competencies:

Thinking

Relating to others

Using language, symbols and text

Managing self

Participating and contributing

Student reflection from a Discovery session:

“I went to the gardens and dug out all the weeds. I watered the garden and look after the strawberries and the vegetables.”