Languages Learning Story

Languages Learning Story

Write to describe what normally happens when you go to your language class.  

Include details like

-who is your teacher     

-What language you’re learning    

-Why you go to that language/why it’s important to you. 

-How confident you feel in that language     

-Some of the things you’ve learned this year  

-highlights of this year in your language class   

Every Tuesday I go to Cook Island language and my teacher is Abby. The reason
that I go to Cook Island language because I don’t know how to talk Cook Island
that much. I don’t feel that confident in speaking Cook Island because I know
more Samoan. The things that I have learned are some new sentences. The best
part of Cook Island language class is when we get to play Cook Island games.

Poetry Learning Story

Poetry Writing Learning Story

In Term 3, I was learning to write different types of poems. 
The poems we learnt about have special features. 

One of the poems I learnt about was a Diamante

It’s special features are a diamante is a seven-line poem that
is written in the shape of a diamond.  There are two opposite
words described in the poem.  

For example, dark, light

Line 1	Word 1
Line 2	Two adjectives describing word 1
Line 3	Three ‘ing’ words related to word 1
Line 4	Two nouns related to word1; two nouns related to word 2
Line 5	Three ‘ing’ words related to word 2
Line 6	Two adjectives describing word 2
Line 7	Word 2

I tried to write my own one.  

Here it is.  

Fire 

                          Hot, flame 

blazing,sweating,glowing

Red,burnt,cold,wet

Refreshing,freezing,shining

Bubbly,fresh

Water

I want you to notice how I changed from fire to water.

Poly fest Learning story

“We’re next,” said Jenni

Were in the changing rooms getting our costumes on, our l
ipsticks on for the dress rehearsal. Today on Wednesday the
7th at Hosanna before the real day. Tomorrow on Thursday
the 8th of august. While we were waiting we were kind
of practicing until we heard miss Jenni say that senior Samoan
was next. So we all were in our lines and went up to the stage while
singing. Then do what we had to do by doing a song, Sasa and the
girls dance. Then we did our last and lucky song until we finish then
went back to the changing room. Some of us had to perform again for
Kapa Haka and some didn’t.

“It’s our turn soon,” said Helen

Once I heard Miss, I was so nervous that I had butterflies in my
stomach last night when we were still in the changing room but the
thing Nash wasn't there to drum or use the guitar so one of the kids
from the Senior Samoan had to not dance and do the drums and that
was Maoryos. I was really happy that he took a risk because he really
wanted to dance but he needed to do the drums or we would be
doomed. When we went to the stage I was scared, nervous and
excited because when we were dancing my aunty was telling me to
smile so I did and then we did all our dances and songs then came off
the stage then finish. When it was finished, I felt happy for myself
because I did a great job there and I also felt good for myself.

Here are some photos.

Reading learning story

Term 3 Reading 

I have been building my skills as a reader.  

I’m going to share how I know I’ve been successful
as a reader. 

This is what helps me be a good reader

*Mum because when I was little she taught me at
home and now I know how to read. 

*Grandma she taught me at her kindergarten

*Book’s 

*Google whenever I am stuck on words.

My book is Sandstorms

The author is Judy Cumberbatch

It is a Chapter book Narrative  (the type of text)

I was a good reader when I was trying to figure out what
fascination means so I looked online.

This helped me because I didn't know so I used and
that helps really well now I know what the word means
and the word means a great interest in or attraction
to something.

Procedural Writing Learning Story

We have been learning to describe a process.

When I write, I need to think about the ideas, structure & language, organization, vocabulary, sentences, spelling and punctuation I use.  

Ideas	Structure and Language	Organization	Vocabulary	Sentence Structure	Spelling	Punctuation
-write using a range of ideas, experiences or items of information -confidently shape my ideas for effect -create content that is concise and relevant to the curriculum task -support my ideas with precise detail -uses ‘show not tell’ when appropriate	-deliberately choose a clear, controlled and logical text structure to suit the audience and purpose -show creativity and innovation when creating texts for my audience -choose appropriate adjective, verbs, nouns and adverbs.	-write in structured, well developed paragraphs that flow well from one to the next within the text -use linking words and phrases to link paragraphs for effect -Use a bullet point or number to separate the different steps	-maintain audience interest through content, humour and language choices -use language that is suitable to the topic and purpose, and discuss these choices with others -deliberately use written and visual language features when appropriate to enhance my writing; e.g similes, metaphors, personification, hyperbole, rhetorical question and diagrams -use a range of precise vocabulary to communicate meaning	-use a variety of sentence structures, beginnings and lengths to give effect -use complex sentences that are grammatically correct -use some conjunctions correctly eg: FANBOYS (for, and, nor, but, or, yet, so) -use some complex sentences	-write all basic sound and spelling patterns and use spelling rules to write unknown words -spell words correctly by drawing on knowledge of how words work	-use all basic punctuation independently -attempt more complex punctuation (eg semicolons, colons, parentheses).

Here is a piece of writing I did this term.  

I was writing to describe the process that enables a lightbulb to turn on.  Notice how I used feedback to improve my work.

To make a light bulb work you need these things.

1. 2 wires.
2. 1 battery.
3. 1 light bulb.
4. 1 switch.

1.So first, you need to connect the 2 wires to the battery.

2.Second, connect the wires to the lightbulb as well.

3.Third step, add a switch when you've done that.

4.Fourth step you can switch the switch then.

5.lastly the electricity from the battery will power through the wire to the light bulb then it will work.

Buddy Feedback:can you please check your spelling again-Seiola

Teacher Feedback:  You have got a great structure with clear steps. You’ve used specific words to help your reader know what you are talking about.  Can you change some of the ‘first’ words to make them better time connectives.

Mindfulness Learning Story

In Room 4, we’ve been learning to be mindful.

Being mindful is helpful for me because

It makes me calm and ready for learning.

There are different ways to do mindfulness.  
We can do mindful moving, mindful eating
or mindful breathing.  

The best way for me to do mindfulness is
mindful eating because I wouldn’t take my
time I would just eat sometimes.

This is because whenever I eat I don’t really
know what it smells and what it really feels like.

On this page of free resources, I recommend
you try straight back soft belly because it’s
really relaxing and it will help you to always be
not stressed but relaxed.

Justice and Injustice

In Room 4, we’ve been thinking about things that are just and unjust.

We’ve been reading a book called ‘Dawn Raids’ by Pauline Smith.

We’ve been thinking about what is just or unjust in the story.

I think it was fair when uncle Joe was translating what the Grandma and
Grandpa were saying in Samoan to the police because they just came back from
Samoa so that means that they can’t speak English very well.

I think it was unfair when the police put uncle Joe into the police car when he was
stopping Alex to hit the policeman because if Alex hit the policeman then the
policeman would be hurt so that’s why it’s unfair.

We’ve also been learning about the treaty of Waitangi.  We’ve been finding out
about promises that were broken.

I think it was fair when the minister said it was time to help those Maori who had
lost land because of the Crown’s action.

It think it was unfair when the Maori chiefs signed the treaty then later on the
pakeha broke the treaty because they were still trying to get the land and killing
some of the Maori people.

I was able to make some connections between these things and my life.  

In my life, it’s fair when I, Mia and Tea get the same amount of money when we
go somewhere out of Porirua because if we didn't get some amount someone will
get angry about the amount someone might have the most or not.

In my life, it’s unfair when my sister gets stuff for her birthday and when it’s my
birthday I get a feed and I get no presents which sometimes makes me a little
jealous.

When that unfair thing happened, I mostly just eat the food that is on the table
because if someone is showing off with their stuff I can show off with my stuff.