This document provides guidance to students on developing writing skills such as choosing ideas, elaborating on ideas, understanding text structure, using appropriate language features, word choice, sentence structure, punctuation, and spelling. It emphasizes selecting focused main ideas, including relevant details, organizing ideas coherently, using language correctly, and checking for errors. Tips include thinking about the reader, writing type and purpose, elaborating on details, paragraphing, word frequency and variety, subjects and verbs agreeing, and using dictionaries for unknown words.
1. The document discusses fractions including the numerator, denominator, and equal parts of a whole.
2. It provides examples of common fractions like halves, thirds, quarters, and explains how fractions can be added or subtracted.
3. Strategies for solving word problems involving fractions like halves are demonstrated, such as using objects to represent amounts or writing mathematical equations.
The document provides guidance on aspects to consider when writing a piece of text, including what content to include, language features to use, structure, order, vocabulary, spelling, sentence structure, and effectiveness. It prompts the reader to evaluate if their writing achieves quality, selection, and sense through concise questions.
This document provides guidance on how to write an effective explanation. It begins by emphasizing the importance of thoroughly understanding the topic being explained. It then outlines the key components of an explanation, including researching the topic, understanding the information found, and planning the explanation. The document explains that a good plan will include an introduction outlining the topic, descriptions of key concepts, causes and effects, and examples of when the concept is useful. It concludes by noting that an effective explanation will evaluate the topic and summarize the main points.
This document outlines algebra skills at different levels. Level 2 skills include continuing patterns, using symbols like = and <, and solving basic addition problems. Level 3 skills build on this with more complex properties of operations, finding rules for patterns, and relating patterns to number lines. Level 4 skills include writing precise arithmetic expressions, developing function rules, representing patterns algebraically like with magic squares, and solving problems using linear relationships and formulas.
This document provides an overview of 5 lessons on patterns involving different types of fictional insects called Pedes. The lessons involve continuing numerical and shape patterns, generalizing the patterns, and answering questions to demonstrate understanding of the patterns. Students are asked to create PowerPoint slides to represent patterns involving Humped-Back Pedes, Spotted Pedes, and Big-Headed Pedes. They are to record their observations and generalizations about the patterns. The goal is for students to learn to continue simple patterns, generalize patterns, and show they have understood the patterns through their responses.
This document provides guidance on writing an explanation. It discusses researching the topic thoroughly, understanding the information found, and planning the explanation. The key points are:
- Research the topic well by finding reliable information through searches and making sure you understand the content.
- Create a plan that organizes the main ideas and information in a logical sequence, such as numbering points, using diagrams, or mind maps.
- The plan should identify what each paragraph will cover, using present tense, correct terminology, and transition words to link ideas.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of serotonin and endorphins which elevate mood and may help prevent mental illness.
This document provides guidance to students on developing writing skills such as choosing ideas, elaborating on ideas, understanding text structure, using appropriate language features, word choice, sentence structure, punctuation, and spelling. It emphasizes selecting focused main ideas, including relevant details, organizing ideas coherently, using language correctly, and checking for errors. Tips include thinking about the reader, writing type and purpose, elaborating on details, paragraphing, word frequency and variety, subjects and verbs agreeing, and using dictionaries for unknown words.
1. The document discusses fractions including the numerator, denominator, and equal parts of a whole.
2. It provides examples of common fractions like halves, thirds, quarters, and explains how fractions can be added or subtracted.
3. Strategies for solving word problems involving fractions like halves are demonstrated, such as using objects to represent amounts or writing mathematical equations.
The document provides guidance on aspects to consider when writing a piece of text, including what content to include, language features to use, structure, order, vocabulary, spelling, sentence structure, and effectiveness. It prompts the reader to evaluate if their writing achieves quality, selection, and sense through concise questions.
This document provides guidance on how to write an effective explanation. It begins by emphasizing the importance of thoroughly understanding the topic being explained. It then outlines the key components of an explanation, including researching the topic, understanding the information found, and planning the explanation. The document explains that a good plan will include an introduction outlining the topic, descriptions of key concepts, causes and effects, and examples of when the concept is useful. It concludes by noting that an effective explanation will evaluate the topic and summarize the main points.
This document outlines algebra skills at different levels. Level 2 skills include continuing patterns, using symbols like = and <, and solving basic addition problems. Level 3 skills build on this with more complex properties of operations, finding rules for patterns, and relating patterns to number lines. Level 4 skills include writing precise arithmetic expressions, developing function rules, representing patterns algebraically like with magic squares, and solving problems using linear relationships and formulas.
This document provides an overview of 5 lessons on patterns involving different types of fictional insects called Pedes. The lessons involve continuing numerical and shape patterns, generalizing the patterns, and answering questions to demonstrate understanding of the patterns. Students are asked to create PowerPoint slides to represent patterns involving Humped-Back Pedes, Spotted Pedes, and Big-Headed Pedes. They are to record their observations and generalizations about the patterns. The goal is for students to learn to continue simple patterns, generalize patterns, and show they have understood the patterns through their responses.
This document provides guidance on writing an explanation. It discusses researching the topic thoroughly, understanding the information found, and planning the explanation. The key points are:
- Research the topic well by finding reliable information through searches and making sure you understand the content.
- Create a plan that organizes the main ideas and information in a logical sequence, such as numbering points, using diagrams, or mind maps.
- The plan should identify what each paragraph will cover, using present tense, correct terminology, and transition words to link ideas.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of serotonin and endorphins which elevate mood and may help prevent mental illness.
The document discusses choosing words to represent respect and asks what respect means, it also mentions aroha and creating a script to display courage, all in 3 sentences or less.
This document tests the reader's ability to quickly say the number after a given number by providing a series of random numbers and asking the reader to say the next number in sequence. It challenges the reader's speed and mental math skills by presenting the numbers rapidly without breaks between each one.
This document tests the reader's speed at saying numbers in sequence by providing a list of random numbers from 1 to 10 and challenging the reader to say the number before each as quickly as possible. It aims to gauge the reader's reaction time and verbal skills under time pressure.
This document appears to be testing someone's ability to recall groupings of 10 random numbers. It provides 20 groupings of 10 random single-digit numbers each without categories or explanations between them, simply testing recall and memory of the random number sequences.
This document discusses different meanings for a focus word and provides examples of related words and words from the same family as the focus word. However, the document does not provide the actual focus word or any examples, so a concise 3 sentence summary cannot fully capture the essential information.
The document defines and provides examples of various literary devices and language concepts, including adverbs, onomatopoeia, similes, personification, tenses, alliteration, prepositions, conjunctions, metaphors, hyperbole, irony, and rhyme. It also includes examples of sentences demonstrating some of these concepts.
The document provides guidance on writing a recount about attending a fireworks show. It discusses including details about who attended, where and when the event took place. It emphasizes building up to the main event by describing what happened before, like calling friends and meeting at a wharf. For the main event, it suggests writing about watching the fireworks explode in the night sky using language resources like onomatopoeia and similes. It also recommends rounding out the recount by describing the event through different senses. Finally, it prompts considering how the event could be improved in the future.
The document provides an editing checklist for students to review before showing their writing to a teacher. The checklist includes checking for proper punctuation and capitalization, re-reading work aloud, attempting spellings of unknown words and using references to check, substituting synonyms, using appropriate language resources, and words from a word wall. It asks students what else could be added to the checklist to help with editing and improving writing.
The document provides guidance for effectively reading texts by suggesting strategies to use before, during, and after reading. It recommends making predictions about the text before reading based on visual clues and one's purpose. While reading, it advises regularly checking predictions against the actual text and discussing comprehension with a partner. It also offers questions to consider about characters, setting, understanding, and unknown words or sentences. Finally, it prompts imagining how a character might feel at different points in the story based on what is happening.
Students are learning strategies for solving addition and subtraction problems by counting objects or using their knowledge of numbers. As they progress, they learn to count on or back, use place value to partition and recombine numbers, and derive answers from known facts. The next steps involve learning multiplication and division facts, and increasing their range of strategies like using compensation or place value partitioning to solve whole number and decimal problems. Questions are used to help students focus on their next learning steps.
This document discusses 16 habits of mind that can help people train their brain to think more effectively. It encourages the reader to think about their own thinking, not be like others who don't think effectively, and to train their brain by using the 16 habits of mind regularly so they become habits that make the reader a better learner and thinker. The habits of mind can be learned by practicing them again and again.
The document is an email from a teacher asking students a series of questions to evaluate their experience learning through an Olympic-themed assignment that incorporated significant computer-based tasks. In 5 questions, the teacher asks the students about using computers more for learning, whether there were too many computer tasks, if they needed more teacher instruction, how the learning experience could be improved, if the computer-based approach helped them remember what they learned better, and if they learned more than expected. Finally, the teacher invites any final comments about the assignment.
The CEO of the Olympic Committee emails the students to inform them that another group wants to host the same Olympic event. He challenges the students to prove that their area is better suited by having them choose from options like debating why their area is better, writing a letter of support to the community, using thinking hats to support their arguments, or creating a PMI chart. The students must further promote their area as the ideal location for the Olympic event.
The CEO of the Olympic Committee sends an email to students at Te Hapua School about their Mini Olympics event. He congratulates the students on choosing their venue and sport, and thinks they selected the perfect person to televise it. He encourages getting athlete feedback on the created mini-games to use for students to compete. He requests a complete rule set and examples of trials for the new mini-game, along with tracking any changes made to the rules, game, and equipment to keep it fun and safe.
The CEO of the Olympic Committee, Turei Tee, emails the students from Te Hapua School to check on their progress planning an Olympic event. He reminds them to thoroughly explain their chosen area and include visuals like images with explanations. The presentation requirements include providing background on their chosen sport, explaining why their area suits it, and detailing plans for accommodating athletes during competition through accommodation, food, recreation, contact with friends/family, and keeping them informed. They should also address keeping on top of potential problems and include audition footage for TV crew and commentators.
The New Zealand Olympic Committee CEOs are facing a dilemma as they have lost two venues to host Olympic events. They need to find one more venue to host one of the sports so that they can rearrange the other sports among the remaining venues. The CEO emails a local school, Te Hapua School, asking if their venue could host one of the Olympic events. He provides them with a checklist of important factors to consider when hosting a sporting event and says the school should know what type of sport their venue is suited for based on their local knowledge. He looks forward to sampling local cuisine the students will prepare.
The document provides guidance on writing a recount about watching a fireworks show. It outlines the key elements of a recount, including introducing the topic and main event. It then guides the writer through developing the rising action by considering what happened before the main event. Finally, it prompts the writer to describe the main event of watching the fireworks explode, and to reflect on the experience in the falling action and future statement sections.
The document defines and provides examples of various literary devices including adverbs, onomatopoeia, similes, personification, tenses, alliteration, prepositions, conjunctions, metaphors, hyperbole, irony, rhyme. It also includes short poems and sentences demonstrating some of these devices.
A canção expressa saudades da casa e da família, com o vento trazendo lembranças que fazem as lágrimas caírem. O cantor deseja ver novamente a beleza de sua terra natal e os rostos de seus ancestrais, enquanto o vento sopra e as saudades permanecem.
Wharekura students read the story "Eel Dreaming" and used ideas from the artwork to create their own version of the school's mission statement. They learned to blend paints and used mainly cool colors for the background and frame, adding yellow to green to create a lighter tone of green. Their artwork features a border inspired by overlapping objects changing color from the story, a continuous dark blue koru spiral pattern surrounded by lighter and darker blues emanating from within. It depicts a bird reaching for berries as a metaphor for seeking knowledge.
The document discusses choosing words to represent respect and asks what respect means, it also mentions aroha and creating a script to display courage, all in 3 sentences or less.
This document tests the reader's ability to quickly say the number after a given number by providing a series of random numbers and asking the reader to say the next number in sequence. It challenges the reader's speed and mental math skills by presenting the numbers rapidly without breaks between each one.
This document tests the reader's speed at saying numbers in sequence by providing a list of random numbers from 1 to 10 and challenging the reader to say the number before each as quickly as possible. It aims to gauge the reader's reaction time and verbal skills under time pressure.
This document appears to be testing someone's ability to recall groupings of 10 random numbers. It provides 20 groupings of 10 random single-digit numbers each without categories or explanations between them, simply testing recall and memory of the random number sequences.
This document discusses different meanings for a focus word and provides examples of related words and words from the same family as the focus word. However, the document does not provide the actual focus word or any examples, so a concise 3 sentence summary cannot fully capture the essential information.
The document defines and provides examples of various literary devices and language concepts, including adverbs, onomatopoeia, similes, personification, tenses, alliteration, prepositions, conjunctions, metaphors, hyperbole, irony, and rhyme. It also includes examples of sentences demonstrating some of these concepts.
The document provides guidance on writing a recount about attending a fireworks show. It discusses including details about who attended, where and when the event took place. It emphasizes building up to the main event by describing what happened before, like calling friends and meeting at a wharf. For the main event, it suggests writing about watching the fireworks explode in the night sky using language resources like onomatopoeia and similes. It also recommends rounding out the recount by describing the event through different senses. Finally, it prompts considering how the event could be improved in the future.
The document provides an editing checklist for students to review before showing their writing to a teacher. The checklist includes checking for proper punctuation and capitalization, re-reading work aloud, attempting spellings of unknown words and using references to check, substituting synonyms, using appropriate language resources, and words from a word wall. It asks students what else could be added to the checklist to help with editing and improving writing.
The document provides guidance for effectively reading texts by suggesting strategies to use before, during, and after reading. It recommends making predictions about the text before reading based on visual clues and one's purpose. While reading, it advises regularly checking predictions against the actual text and discussing comprehension with a partner. It also offers questions to consider about characters, setting, understanding, and unknown words or sentences. Finally, it prompts imagining how a character might feel at different points in the story based on what is happening.
Students are learning strategies for solving addition and subtraction problems by counting objects or using their knowledge of numbers. As they progress, they learn to count on or back, use place value to partition and recombine numbers, and derive answers from known facts. The next steps involve learning multiplication and division facts, and increasing their range of strategies like using compensation or place value partitioning to solve whole number and decimal problems. Questions are used to help students focus on their next learning steps.
This document discusses 16 habits of mind that can help people train their brain to think more effectively. It encourages the reader to think about their own thinking, not be like others who don't think effectively, and to train their brain by using the 16 habits of mind regularly so they become habits that make the reader a better learner and thinker. The habits of mind can be learned by practicing them again and again.
The document is an email from a teacher asking students a series of questions to evaluate their experience learning through an Olympic-themed assignment that incorporated significant computer-based tasks. In 5 questions, the teacher asks the students about using computers more for learning, whether there were too many computer tasks, if they needed more teacher instruction, how the learning experience could be improved, if the computer-based approach helped them remember what they learned better, and if they learned more than expected. Finally, the teacher invites any final comments about the assignment.
The CEO of the Olympic Committee emails the students to inform them that another group wants to host the same Olympic event. He challenges the students to prove that their area is better suited by having them choose from options like debating why their area is better, writing a letter of support to the community, using thinking hats to support their arguments, or creating a PMI chart. The students must further promote their area as the ideal location for the Olympic event.
The CEO of the Olympic Committee sends an email to students at Te Hapua School about their Mini Olympics event. He congratulates the students on choosing their venue and sport, and thinks they selected the perfect person to televise it. He encourages getting athlete feedback on the created mini-games to use for students to compete. He requests a complete rule set and examples of trials for the new mini-game, along with tracking any changes made to the rules, game, and equipment to keep it fun and safe.
The CEO of the Olympic Committee, Turei Tee, emails the students from Te Hapua School to check on their progress planning an Olympic event. He reminds them to thoroughly explain their chosen area and include visuals like images with explanations. The presentation requirements include providing background on their chosen sport, explaining why their area suits it, and detailing plans for accommodating athletes during competition through accommodation, food, recreation, contact with friends/family, and keeping them informed. They should also address keeping on top of potential problems and include audition footage for TV crew and commentators.
The New Zealand Olympic Committee CEOs are facing a dilemma as they have lost two venues to host Olympic events. They need to find one more venue to host one of the sports so that they can rearrange the other sports among the remaining venues. The CEO emails a local school, Te Hapua School, asking if their venue could host one of the Olympic events. He provides them with a checklist of important factors to consider when hosting a sporting event and says the school should know what type of sport their venue is suited for based on their local knowledge. He looks forward to sampling local cuisine the students will prepare.
The document provides guidance on writing a recount about watching a fireworks show. It outlines the key elements of a recount, including introducing the topic and main event. It then guides the writer through developing the rising action by considering what happened before the main event. Finally, it prompts the writer to describe the main event of watching the fireworks explode, and to reflect on the experience in the falling action and future statement sections.
The document defines and provides examples of various literary devices including adverbs, onomatopoeia, similes, personification, tenses, alliteration, prepositions, conjunctions, metaphors, hyperbole, irony, rhyme. It also includes short poems and sentences demonstrating some of these devices.
A canção expressa saudades da casa e da família, com o vento trazendo lembranças que fazem as lágrimas caírem. O cantor deseja ver novamente a beleza de sua terra natal e os rostos de seus ancestrais, enquanto o vento sopra e as saudades permanecem.
Wharekura students read the story "Eel Dreaming" and used ideas from the artwork to create their own version of the school's mission statement. They learned to blend paints and used mainly cool colors for the background and frame, adding yellow to green to create a lighter tone of green. Their artwork features a border inspired by overlapping objects changing color from the story, a continuous dark blue koru spiral pattern surrounded by lighter and darker blues emanating from within. It depicts a bird reaching for berries as a metaphor for seeking knowledge.