In CBL, 4C has been learning about the big idea ‘Identity’. We have been showing our learning identities with the world through Twitter. Our identity can be in many different forms, from eye colour to our whole life. Identity is one of the things that vary from one person to another. We learnt this by doing many activities to study identity – From Rivindu and Tomaia.
Write On Time
We are using our Write On Time books to help us write about images, videos and sounds. When we brainstorm we connect our ideas to get an image in our head. We write the first things that it reminds us of and make word connections with these. We are able to choose different text types to write. Here is the link to our stimulus this week- From Anmol and Ava.
Some of us are focusing on reading at a smooth pace. If you don’t know what that means it is when you read like you are talking. This is our goal because some of us read really fast and some talk slow, like a robot. We hope to achieve our goal – From Tenayah, Stella, Ayan, Eliot and Riley.
We have been doing spelling investigations recently we have been working on ‘tion’, ‘sion’ and ‘cian’ words. We looked around the classroom and looked in books for words. We learnt new and interesting words for our word wall and write. The ‘cian’ words were really interesting to look for because they were the hardest to find. We found out that they all linked to occupations – by Mahrosh, Layla and Brahmleen.
We have been learning to form numbers in lots of different ways. These include word form, expanded form, base 10 form and worded base form. As a whole class we reconstructed a 100’s chart to demonstrate our knowledge of place value. We had to crack the code of symbol meaning to make a 100’s chart.
In Spanish this week we have been learning to know about each other using a puzzle and iPads to communicate our Identity. During Art we have been colouring our names in and making them into sculptures. In Performing Arts we have been working on plays that represent our holidays. For PE we have been going to the tennis club and developing our tennis skills – From Jake and Josh.
This term we have been looking at different emotions to describe how we are feeling. Each week we have read a picture book and then identified the main emotion in that book. We have then worked in groups to find synonyms for that emotion, using a Thesaurus. This has helped us learn many new words to describe how we are feeling.
Today we had a look at the day Australia Day is celebrated on.
A couple of weeks ago, in Reading, we had learnt about why we have Australia Day and what it means to different people. We then decided if we thought Australia Day should be on the 26th of January of if it should be changed and wrote down our reasons on a Google Form.
In CBL this morning we were put into groups of 2 or 3 with people who had the same opinion as us and had to write down our arguments. We then read our arguments to a group of people who thought differently to us and had to convince them to share our opinion.
Here are some of the arguments:
Keep the date
– That’s the way it is.
– That’s was Australia was first discovered
– That’s when the British came to Australia
– If we change it, it ruins the rhythm of Australia Day.
– We can reflect on everything we have achieved.
– So people don’t forget the day and get embarrassed.
– It is in summer and a good time of the year to celebrate it.
– It should stay the same because that was when Australia was first found by the British people.
– When the British people came to Australia, they took children away and said they would make them smarter.
– We should be thankful for our country.
– People like to play outside and go to the beach.
Change the date
– Parents of Aboriginal people were killed on that day
– Would we want to have a celebration on the day our family was killed?
– Indigenous people lost their freedom, land and respect
– A different date would mean we don’t keep remembering bad things that happened in the past
– September 16 because there are no bad links to the day.
– Really bad things occurred on that day when the British arrived.
– People don’t feel comfortable with that because the country was invaded.
– It is celebrating death.
– It makes people feel like they are not accepted as being Australian.
– If you were separated from your family, you wouldn’t want to celebrate it.
– It is not a great celebration for Aboriginal people.
– You could have a barbecue on any other day.
– If you had it on New Years Day you can celebrate two things on that day.
At first, half of the class wanted to keep Australia Day on the 26th of January and half wanted to change it.
After the arguments were presented that then changed and more people wanted to change the date.
We had further discussion and now nearly all of us think we should look at celebrating our national day on a new date.
When do YOU think we should celebrate Australia Day?
In class we have been thinking about all the different words that help describe how we are feeling.
We were all given an A-Z sheet and had 8 minutes to try and write as many different words for emotions as we could that started with each letter of the alphabet.
We then shared our answers with the class. If no one else had the emotion we wrote down, we scored 1 point. If someone else had the same word as us, we had to cross it out and we didn’t get a point.
All of our words were shared and we came up with a class A-Z Chart that we can add new words to when we learn them.
We were given an emotion on a sticky note. We traced our hand on white paper and wrote our emotion in the middle of the hand. On each finger we wrote different words that meant the same thing as the word in the middle so that we had 5 synonyms for our emotion.
In 4E we have been learning about Identity and as part of this we looked at the identities of different children around the world. This included looking at the book ‘Where children sleep’. We then wrote about our identities and where we live, which we created a class book about. The title of our book is called ‘ Where children in 4E sleep’. Below are some pictures from our class book:
Today we learnt about phonemes and graphemes. Phonemes are the sounds that you hear in words, and graphemes are the letters that make the sounds in words. Lots of different grapheme combinations can make the same sound (phoneme).
For example, the ‘s’ sound like in ‘snake’ can also be made by the letters (graphemes) ‘x’, ‘ss’, ‘c’, ‘ce’, ‘se’ and ‘s’.
We worked in groups and each group was given a different phoneme to investigate. We used books to find words that had the sound we were looking for and we wrote those words down. We then grouped the words by what graphemes made our sound.
As part of the writing process, students in 3A have been learning how to buddy edit. They have been working very hard at giving each other constructive feedback and responding to it. This includes reading through a piece of work together, checking for punctuation, spelling and finding areas of improvement. They then leave a comment to reflect on. It’s great to see such good team work and taking ownership of one another’s learning.