Visualising | Reading

Visualising is a reading strategy that involes creating a picture of something in the brain.

The Gruffalo story uses the strategy. The mouse slowly describes the Gruffalos appearance throughout the story. By the end of the story, people should have created a picture in their head of what the Gruffalo looks like.

The Nogard activity, also used the visualising strategy. The Nogard activity includes a description of what a Nogard might be, and at the end of the activity people should've created a visualisation. The Nogard is Dragon spelt backwards.

Visualising can help people with understanding a text.

LI: To visualise the main ideas of a story.

Hazards & Risks | Inquiry

We investigated the hazards and risks in different places.

To do this, we played Octopus and Four Corners. While we played these games, we identified if there were any dangers or accidents happening.

After that, we identified the differences between hazards and risks. Hazards are the causes of harm to people and the environment. Risks are the outcomes of causing harm to people or the environment.

Next, we listed four hazards that could happen in our homes, schools, community and sports. Lastly, we made posters that showed the risks of the different hazards.

This activity was educational, and it taught me about the different hazards and risks that can occur in different areas.

LI: To demonstrate prior knowledge.

   

Character Descriptions | Writing

Character descriptions include the experience, the personality, and the appearance.

The experience includes where they live, their family and friends, their hobbies and special achievements.

The personality includes what kind of person they’re, how they behave, phrases they like to say and what makes them interesting or different.

The appearance includes their face and hair, body and clothes.

In a character description there needs to be a balance of figurative and literal language. 

Figurative language means to describe something with a hidden meaning. Literal language means it goes straight to the point.

LI: To write a character description.

Hyperbole & personification | Writing

I learnt how to use hyperboles and personification to describe an image. 

First, I did the hyperboles, which are exaggerations.

I observed the image and created a situation that included the circumstances in the image. I then used hyperboles from lists to find hyperboles that would fit the image.

Then, I moved on to personification, which is giving an object a human action.

I did the same process as the hyperboles and observed the images. I used personification from lists to find a fitting personification for the image.

LI: to use hyperbole and personification to narrate events.

Time | Maths

Time tells when something happens.

There are many different ways of measuring time. They're: seconds, minutes, hours, days, weeks, months, years, decades and ect. The ones we investigated were water clocks, sand clocks, and pendulums.

The water and sand clocks were made using plastic cups and the pendulum was made using a weight tied to the end of a rope.

With the water clock, a little hole was drilled at the bottom of a plastic cup and there were marks which indicated how long it would take to get to one mark from another. The same process was used on the sand clock.

The water and sand clock measured time by how long it took for the water and sand to reach a mark. The pendulum measured time by how many times it swung. The pendulum was actually very accurate.

LI: To investigate units of time.

Metaphors | Writing

Metaphors compare things that have a similar quality by saying that one object is the other.

One common example of a metaphor is: "That boy is a thorn in my side," which means that the boy is an annoying person. The main object is the boy, and the boy is being compared with a thorn. 

Another common example of a metaphor is: "The boy has ants in his pants," which means the boy can't stay still. The main object is the boy, and the boy is being compared to ants.

People can describe things using metaphors like a persons voice, colours, flavours, a persons appearance and etc. 

LI: To describe things by metaphor. 

Evaluating | Reading W.I.P

In this weeks reading session we found the pros and cons of food storage containers by using T-charts and the reciprocal reading skill.

Firstly my group and I selected a container to read about. We read the text and summarised the information to get an understanding of the containers purpose.

After reading the text we identified the pros and cons of the container using T-charts. We also used the images to think about if it fitted what the challenges needs were.

Lastly we repeated the process with more containers.

This blogpost is still a work in progress.