Simile

For Mr Wong's writing task, we learnt about similes. We learnt that similes are a comparision between two things using 'as...as' or 'like'. 

We found out that whenever similes use adjectives, they use 'as...as'. For example: The lady was as fast as a racecar. However, whenever similes use verbs, they use 'like'. For example: The lady danced like a crazy party animal.

We then came up with similes for four different photos. We came up with similes for both adjectives and verbs. One of the simile was: The frog and the lily pads are as green as a leprechauns hat.

This activity helped us identify what a simile is and how to use a simile.

LI: To describe things by simile.

Venn Diagram

This weeks task for reading was to compare and contrast two narratives. We read and compared The Dippy Dinner Drippers and Space Food.

We first used a reciprocal reading template to understand the text and came up with a summary for the text. We did this for both of the texts.

After the reciprocal reading task, we made a venn diagram to compare and contrast the two texts. We found out five differences each and four similarities.

This task was helpful and we learnt how to reciprocal read.

LI: To understand texts using reciprocal reading.

Solving Strategies

The task for maths was to find most of the strategies to solve addition, subtraction, mulitplication and division. We learnt about the different strategies of solving equations.

First, we were answering questions based on addition and subtraction. We thought of different ways to solve the questions with multiple strategies. Some of the strategies were: number line, written algorithm and skip counting.

Addition and subtraction, multiplication and division and ratios were the three different sections. There were 5 questions in addition and subtraction and ratios, but there were 9 questions in multiplication and division.

When we finished the questions we got them checked off blogged about the activity.

LI: To practise a range of strategies to solve questions using all four operations.

Questioning | Reading Strategy

Mr Wong's reading groups learnt about the four question types, which are right there, think and search, author and me and on my own.

First, Mr Wong's reading groups identified what the four question types were, and how to answer them.

Mr Wong's reading groups learnt that right there questions are questions in which the answer can be found right there in the text.

Next, we identified what think and search questions were. Think and search questions are questions in which the answer is in the text, but has been reworded.

Then, they talked about understanding 'author and me' questions. Author and me questions are questions in which the answer is not in the text, but the author has given clues to what the answer is.

Finally, we did the 'on my own' questions. On my own questions are questions in which the answer is not in the text and the answer may even need to be made up.

Each reading group was given a text/article to read. We were also given four questions asked about the text. We sorted the four questions under the right question type and provided potential answers. We also included information about where in the text we looked to find the answer.

Our answers were checked off and we were ready to blog.

LI: to identify the question types.
LI: to locate the answers in the text.

Word Problems and Strategies

We were focusing on using as many maths strategies as we could to solve multiple equations.

We were given a total of 18 equations that used all 4 maths operations to solve within two weeks.

We investigated different strategies to solve as many maths equations as we were able to within the time limit. We did this activity in groups of four.

The main strategies that were used were written algorithm, number line, place value, simple addition, simple subtraction and skip counting.

We found that this activity challenged our skill of solving equations. We enjoyed this activity and using different strategies to solve problems.

One thing we could improve is finding more strategies to solve future maths problems.

LI: to practice a range of strategies to solve equations using all 4 operations.

Procedural Writing

We were focusing on procedural writing. We know that procedural writing tells how to do or make something using steps.

First, we looked at identifying the structure and language features used in a procedure.

We know that the structure of a procedure is TEMPS. The language features used in a procedure is third person, present simple and specific verbs.

We were able to write a procedure on one of three topics: how to make a sandwhich, how to get to Pt. England from PBS and how to play octopus.

We followed the steps to make a procedure.

The steps were: break up the task into steps that can be explained by one verb, choose the precise verb for each step, create or choose an appropriate image/photo for each step, create a list of materials or tools needed, and write the procedure.

LI: to write a set of instructions.

Food Storage and Preservation

We learnt that food storage and preservation meets to store food and keep it at its original/current state. We learnt that Author's purpose means the purpose of the text and UTE means Usefulness and Trustworthiness Evaluation.

First, we looked at identifying the different text types for each text. There were fourteen texts in total.

Then, we identified the Author's purpose of each texts. We then rated the text with the UTE scale of 1 to 5. (1 being not useful and 5 being very useful).

After that, we created a summary of each text.

We recorded the informtion on a spread sheet.

We enjoyed this activity and found it very informal on food storage and preservation. What we could work better on next time is understanding if the information is from a trustworthy source.

LI: to gather and evaluate information from multiple texts.