Awesome invention the 'skysphere' by Jono from Palmy!

Writing goals and achievements week 5

GRi11 Writing Assessment Matrix 2015

		Highlight where you think you best fit...
Audience Purpose	1	I always use a simple text structure to organise my ideas to meet the writing purpose (recount, narrative, report, explanation.)	I am learning to independently select a text type to meet the writing purpose (recount, narrative, report, explanation, argument, procedure.)	I can independently select a text type to meet the writing purpose. (recount, narrative, report, explanation, argument, procedure.)	I deliberately choose a text type depending on the audience and purpose. (recount, narrative, report, explanation, argument, procedure.)	I deliberately choose a text type depending on the audience and purpose. (personal narrative, report, explanation, argument, procedure poem, research report, responses, character profiles.)
	2	My writing always has a beginning, middle and end.	I am learning to organise my ideas into paragraphs, including a topic sentence with supporting detail.	I can organise my ideas into paragraphs including a topic sentence with supporting detail.	I can organise my ideas into paragraphs. I make links between paragraphs.	I always organise my ideas into paragraphs. The ideas are clearly related.
	3	I include personal thoughts feelings and ideas when they fit with the text type.	I am learning to express my personal voice with sincerity when it is appropriate to the text type.	I express my personal voice with some sincerity when it is appropriate to the text type.	I express my personal voice with some sincerity when it is appropriate to the text type.	I express my personal voice with sincerity when it is appropriate to the text type..Evidence
Ideas	4	My writing is mostly relevant to the topic.	My writing is relevant to the topic.	My writing is always relevant to the topic.	My writing is always relevant to the topic.	My writing is always concise and relevant to the topic.Evidence
	5	I support the main ideas with extra detail most of the time.	I am beginning to select detail to elaborate on the main ideas.	I can select detail to elaborate on the main ideas.	I carefully select details to elaborate on the main ideas.Evidence	I carefully select details to elaborate on the main ideas.
	6	I plan and organise my ideas and information using different tools to meet the writing purpose.				I can effectively plan my ideas for writing and record information I need for writing across the curriculum.
Structure	7	I always use simple and compound sentences correctly. I am learning to use complex sentences.	I am beginning to use a variety of sentences in my writing, including complex sentences.	I use a variety of sentences in my writing.Evidence	I use a variety of sentences; using different structures, beginnings and lengths for effect.	I can effectively use a variety of sentences; using different structures, beginnings and lengths for effect.
	8	Some of my sentences have different beginnings and lengths.	Some of my sentences have different beginnings and lengths.

Language	9	I can use similes, alliteration and onomatopoeia to support my writing and paint a picture for the reader.	I carefully select similes and onomatopoeia to support my writing and paint a picture for the reader.	I am beginning to  use a variety of descriptive language and  language features to engage the reader and convey meaning.	I use a variety of descriptive language and  language features to engage the reader and convey meaning.	I deliberately select language features to engage the reader and convey meaning (rhetorical questions, metaphors.) Evidence
	10	I choose nouns, verbs, adjectives to clearly communicate my ideas.	I am beginning to use some clear, precise, vocabulary to support my ideas.	I am beginning to use some clear, precise, vocabulary that is appropriate to the topic and purpose.	I use clear, precise, vocabulary that is appropriate to the topic and purpose. Evidence	I deliberately select clear, precise, sophisticated vocabulary that is appropriate to the topic and purpose.Evidence
Grammar	11	I am learning to proofread my writing. My writing mostly makes sense and meets the purpose for writing. I respond to feedback.	I am learning to proofread my writing independently to check; words, spelling and punctuation. I respond to feedback.	I sometimes proofread and change my writing (words, spelling and punctuation) to add impact during and after the writing process. I respond to feedback.	I always edit/proofread and change my writing (words, spelling and punctuation) to add impact during and after the writing process. I respond to feedback. Evidence	I always check that my writing meets the purpose and will engage the intended audience during and after the writing process. I ask for feedback on my writing to ensure this.
Punctuation	12	I use capital letters, full stops, question marks and exclamation marks correctly. I am learning to use apostrophes and commas correctly.	I usually use basic punctuation correctly  . C ! ? “” I am learning to use apostrophes and commas correctly.	I usually use basic punctuation correctly . C ! ? “” I use apostrophes for belonging and commas correctly.	I always use basic punctuation correctly . C ! ? “” I use apostrophes for belonging, commas and semi colons correctly most of the time	I always use basic punctuation correctly . C ! ? “” ‘ , I am learning to use complex punctuation (semi-colons, colons, parentheses.)
Spelling	13	Most of the time I spell known words correctly. I can spell most words by myself.	I am learning to spell technical and irregular tricky words correctly.	I sometimes spell technical and irregular tricky words correctly.	I usually spell technical and irregular tricky words correctly. I independently use appropriate resources to spell unknown words.	I always spell technical and irregular tricky words correctly. I independently use appropriate resources to spell unknown words.

Procedure for pot plant writing

CONCRETE POTS

Goal:

To make cool concrete pots, paint them and then sell them.

Ingredients:

• Concrete
• Paint
• Containers
• (Maybe plants)
• (Maybe dirt)
• Concrete flattener (optional)

Method:

1. Put down a container in the shape of the desired shape for the pot.
2. Carefully pour in concrete, so that the container is about ¾ full.
3. Put an object in the middle of the first container. (that is smaller than the first container) This will carve a hole in the middle of the concrete so that the walls of the pot will be made, and the hole will be made for the dirt. U
4. Leave the containers in and let it dry.
5. Clean up any problems.
6. paint away!
7. When you have finished your masterpiece put dirt and a plant or a candle in it.
8. Look at your amazing concrete pot!!

                                                                                                                            

Calendar art 2015/16

Selfie homework 'everybodys different

Class CV

Google presentation CLICK 

Narrative 'teacher for a day'

“ARGHH! I HATE MONDAYS!” I groaned slamming my alarm clock to stop it’s annoying beeping. “Please” I said, “don’t make me have another Monday again!”

1 hour later… “YEA WOO-HOO YEA!” The children of Room 6 screamed and screeched “making the classroom sound like a zoo yet again” I groaned. I ducked, as I book flew just over my head.

“STOP!!!!” Somebody screamed from the doorway.

The room went silent. I turned towards the door only to see the principal of the school, Mr LIVE, who I personally thought was a witch doctor!

“Quiet!!” Mr LIVE screeched at the children. He turned to me, “Get your act together, you will re-LIVE this day until you do!!!”

“What? Do think I believe that?”I said.

“You will” replied Mr LIVE with a cackle.

1 day later……

“Ahhhh” I sighed as I woke up the next morning, “I love Tuesday!”

1 hour later….

“Good morning class welcome to Tuesday!” I said very cheerily.

“But it’s monday?” The class replied in the second of the day they were not screaming!

“??WHAT??” I said jumping up with a fright the curse had come true! This can’t be happening I thought. Freaking out. A book flew threw the air. SMACK!!!! The book collided with my forehead in my last seconds of consciousness, I saw what the book was called ‘The very hard dictionary’ it read on the cover………

“Ohhhh what happened?” I groaned. I looked at my surroundings I was in my bed, I looked at the day on my clock, ‘Monday’ it read. I rubbed my eyes in disbelief, the curse had come true!!!! What do I do! I thought.

I wrote down on a piece of paper a list of things that would happen:

1. Get to school everybody yelling,
2. Get hailed by airborne stationary,
3. Get attacked and wrestled to the ground,
4. Somebody throws a book through the air,
5. Everybody screams and jumps around.

How am I going to counter that! I thought, scratching my head. So I made this list based on countering what was going to happen:

1. Go to school with lollies (hidden) say if they’re quiet they will get some.
2. Duck under stationary
3. Use the lollie tactic again
4. Duck under book
5. Use lollie tactic yet again

This should work I thought….

****

I strolled through the school gates looking out for the daily ambush.

“RAAA!” Somebody screamed as they jumped out of the bush to ambush me I ran like the wind, I made it back to class by the hair of my chinny chin chin.”DILLLLING” the bell went as it sounded it’s usual sound. I looked in the door everybody was yelling as normal.

“I HAVE LOLLIES IF YOU BEHAVE!” I yelled, there was a stunned silence then every child in the class ran at me and wrestled me to the ground grabbing the lollies and running away so much for that I thought.

1. Go to school with lollies (hidden) say if they’re quiet they will get some.
2. Duck under stationary
3. Use the lollie tactic again
4. Duck under book
5. Use lollie tactic yet again

“I think I’ll just take a day off. “ I said battered and lying on the ground.

Beep beep, beep beep. I slammed the button on the alarm clock and looked at the day, still monday. “I REALLY HATE MONDAYS!!” I screamed in anger and frustration. I can’t stand those kids in room 6. I thought. Bing! Went my toaster Bing! Went my head, I just had an idea.

1 day later….

Hello room 7 I greeted my new class very cheerily….

“AAAAHHHHH!” Screamed the teacher next door as he fell unconscious to a flying book.

“I love being a reliever, I said and I love Tuesday!!!”