Writing

Mrs A

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Waiheke

Rangitoto

Dallas

Neveah

Jona-Dana

Jay-Don

Joshua V

Avalon

Jeremiah L

Hajera

Aung Naing

Josh

Jonathan

San Kyaw

Mikihiro

Coree

Viva

Joel

Christopher

Brooklyn

Joshua W

Te Pounamu

Kanye

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Term 4

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T4 W2

Akohia/Learn

Hangaia/Create

Tohaina/Share

T4 W3

Akohia/Learn

Hangaia/Create

Tohaina/Share

Writing Sample Monday 29/10

D

R

A

F

T

Delete

Rearrange

Add

Fix

Talk

… words you don't need, are

in the wrong places and have been used too many times.

… words that don’t make sense to other people

and should be in another place.

… joining words

(eg FANBOYS/AAWWUBBIS) to link ideas together.

… your verb endings so

your tense is right (past/present).

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… it out with a friend so he

or she can help see your mistakes and help you fix them

(feedback and feedforward).

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T4 W5

Akohia/Learn

Hangaia/Create

Tohaina/Share

Procedures can be written, spoken or multimodal.

Purpose...

to tell someone how to do something using a sequence of steps, instructions or actions in a particular order

T4 W5

You will have done this correctly if you have:

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• written a title that helps the audience know what and why this procedure has been written
• used precise language and technical words
• used specific verbs and adverbs
• started each instruction with a verb
• linked written and visual features
• supported ideas with specific detail/reasons
• written in the present tense

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LI: To give clear instructions in order so that the person following them achieves the desired result.

T4 W5

Structure:

Title: states the goal/purpose of the activity

Materials/Equipment: list what you need using bullet points

Ingredients: list the ingredients and amounts needed

Method: describes step by step how to complete the task

Each step begins with a verb (action)

Instructions must be clear. simple and easy to follow

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Conclusion: this is optional and often gives advice

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T4 W5

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Making Tessellations - Unpacking Task

T4 W5

T4 W6-9

Akohia/Learn

Hangaia/Create

Tohaina/Share

T4 W6-9

LEGO stories ‘How to’ created by Michael Davidson

T4 W6-9

Akohia/Learn

Hangaia/Create

Tohaina/Share

T4 W1

Akohia/Learn

Hangaia/Create

Tohaina/Share

Term 3

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T3 W8

Akohia/Learn

Hangaia/Create

Tohaina/Share

T3 W8

T3 W9

Akohia/Learn

Hangaia/Create

Tohaina/Share

T3 W9

T3 W1/2/3

Akohia/Learn

Hangaia/Create

Tohaina/Share

“PechaFlickr” Friends

T3 W4

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Maths Week Challenges

T3 W5

T3 W5

Akohia/Learn

Hangaia/Create

Tohaina/Share

T3 W5

Pax the Cat

Choose

your own adventure

Dragon Quest

T3 W5

Three Pigs ‘pick a path’ plan

T3 W5

T3 W5

Link here

T3 W5/6/7

Akohia/Learn

Hangaia/Create

Tohaina/Share

T3 W9

Akohia/Learn

Hangaia/Create

Tohaina/Share

Survey Link

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Wednesday:

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• Please finish this writing task.
• Don’t forget you need to link your ideas between paragraphs, use all 3 types of sentences and present tense.
• When you have done this you will need to DRAFT your work in pairs.

T3 W10

Akohia/Learn

Hangaia/Create

Tohaina/Share

Link to task

Term 2

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Test your knowledge on the language features of a narrative.

Don’t forget to post a screenshot of your results on your blog with a blurb!

Matching Similes

Drag the second part of each simile on the right next to the first part on the left.

or Hard

Simile Quiz

A quiz to see how well you know similes

Grammar Games

You have to click on the words that are nouns, verbs and adjectives. It gets harder as you get better!

Adjectives, nouns and verb

Choose from the drop down menu and take quizzes on adjectives, nouns and verbs

Past Tense Quiz

Choose the past tense word.

Time Connective Hangman

Hangman style game where you guess the time connective.

Speech Marks Quiz

See if you can correctly add speech marks to pieces of text.

Note: ‘quotation marks’ is used instead of ‘speech marks’

Grab the Adverb

Quickly click on the adverbs before they disappear.

VCOP Challenges

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Synonyms: ‘said’

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We use a variety of words (vocabulary) to help us paint a picture with our words. The more powerful the describing words you use, the clearer the picture you are painting becomes

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VCOP

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Synonyms: ‘went’

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We use a variety of words (vocabulary) to help us paint a picture with our words. The more powerful the describing words you use, the clearer the picture you are painting becomes

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VCOP

T

O

P

E

S

M

Title

Orientation

Problem

Explanation

Solution

Moral/coda

The name of your story inspired by something that is said or a description of what happens.

Creating a picture in the mind of the reader that tells who is in the story, what happens, where you are and when it takes place. A great time to describe the atmosphere and drop clues about what might happen to the characters.

Describe in detail what the problem is.

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Explain the problem and how it affects

the characters .

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Describe/explain how in detail how the problem is solved.

Explain the lesson learned to bring your story to a conclusion.

simile… metaphor…. dialogue… personification… past tense.... show don’t tell.

‘.,?””!;:()...

Use your own words, pictures and symbols to plan your narrative using your sketchnoting skills.

T2 W2/3

Narrative

Mentor Text

T2 W2/3

Once at the edge of the wood, lived two owls, a mother owl and her young one, Blink. Every day, all day long, they slept. Every night, all night long, the mother owl flew and Blink waited. One day when the sun was still low in the sky, Blink opened one eye and said, “Now? Is it time?”

“Soon,” said his mother. “Soon. Go back to sleep.”

Blink tried to sleep. When the sun rose and warmed the earth, he opened the other eye. “Now? Is it time?”

“Not yet,” said his mother. “Soon. Go back to sleep.”

Blink tried. Butterflies looped and drifted past him. Beetles scuttled in the undergrowth. Near by, a woodpecker tapped on a tree trunk. Blink couldn’t sit still.

“Is it time yet?” he said.

His mother opened her eyes. “You are old enough and strong enough -”

Blink dithered with excitement - “but you must wait.” His mother closed her eyes.

The sun was at its highest. A squirrel leapt from tree to tree, quicker than a thought. Along Blink’s branch it came, right past him, its tail streaming out behind. Blink wriggled and jiggled. He couldn’t sit still.

All that long afternoon, he watched and waited. He shuffled and fidgeted. Below, in the clearing, a deer and its fawn browsed on leaves and twigs. High above, a kestrel hovered, dipped and soared again into the sky.

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“When will it be my time?” said Blink to himself.

Towards dusk, a sudden gust of wind, sweeping through the wood, lifting leaves on their branches, seemed to gather Blink from his branch as if it would lift him too.

“Time to fly,” it seemed to say.

Blink fluffed out his feathers. He shifted his wings. But the wind swirled by. It was all puff and nonsense. Blink sighed. He closed his eyes. The sun slipped behind the fields. The moon rose pale and clear. A night breeze stirred. “Time to fly.”

“Puff and nonsense,” muttered Blink.

“Time to fly,” said his mother beside him.

Blink sat up. “Is it?” he said. “Is it really?”

The grey dusk had deepened. Blink heard soft whisperings. He saw the stars in the sky. He felt the dampness of the night air. He knew it was time to fly. He gathered his strength. He drew himself up. He stretched out his wings and lifted into the air. Higher and higher. He flew. Further and further. Over the wood, over the fields, over the road and the sleeping city. High in the sky, his wing-beats strong. Blink flew over the sleeping city - and over the fields and the winding river. His first flight; a fly-by-night.

Use your own words, pictures and symbols to plan your narrative using your sketchnoting skills.

T2 W2/3

This You Tube clip shows you how to use your text map to retell a story

T2 W2/3

Plan and write a narrative that tells of the adventure you, as a baby owl, took, the day you took a leap of faith and took your first flight.

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T2 W4

A Leap of Faith!

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LI: To make connections to our learning so that we can create pictures in our minds

T2 W4

Wide-eyed: Perched on one leg these two baby owls look out into the big wide world, preparing for their first flight

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Read more:

These images show that for most young owls, the first flight out of the nest is a nervy occasion…

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Source: http://www.dailymail.co.uk/news/article-2378046/Tiny-owl-pictured-making-successful-flight-barn-door.html

Nervous: The young owl appears to test the water by hanging a leg over the edge of the barn.

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Read more:

Bold: Summoning all of his concentration, the youngster decides to leap towards the great unknown and attempt to fly for the first time.

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Read mo

Brave: With his eyes fixed on his destination, the owl launches himself into flight.

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Success: The owl passes its first major test in life by stretching out its wings and flying with ease.

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Hungry: The two young owls had earlier been spotted wrestling over a large worm

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The photographer waited up to 17 hours a day to get the shots

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• The owlets were becoming bold. The fact that they were edging out onto the ledge to be fed by their mum, showed that they were getting ready to learn to fly...
• Then it scratched the surface beneath its feet to make sure the ground was firm, checked the sky for clearance and potential predators and took a leap - straight down on the grass below like a cannon ball...
• Flapping its wings it managed to hop back up on the barn door for a second and third attempt as its mother hooted encouragement from a tree about 45 feet away…
• On the fourth attempt he avoided the drop and took to the sky.

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Source: http://www.dailymail.co.uk/news/article-2378046/Tiny-owl-pictured-making-successful-flight-barn-door.html

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The sun had gone down behind the hills and the moon began to rise slowly. Tonight I was going to fly for the first time. I felt nervous. A strong wind blew behind me. Luckily my talons were wrapped around the branch. The trees were swaying in the breeze. My big round eyes could see clearly in the night. I could hear the others calling me to explore the sky with them...

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Use the information on the links below to fill your knowledge kete with information that will help you add topic specific detail to your narrative.

Leap of Faith

Owl Fact Links

T2 W4

‘I heard a crash.

I looked in front, I looked behind, but couldn’t see anything…’

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T2 W6

T2 W6

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Adjectives

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We use a variety of words (vocabulary) to help us paint a picture with our words. We use adjectives to describe the nouns (naming words).

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VCOP

Start a word list beginning with the word below, each new word has to start with the last letter of the previous word.

eg: sad-dark-kind and must be an ADJECTIVE (describing word).

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You score points for length of words eg dog=3 points

kind

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T2 W6

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Adverbs

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We use a variety of words (vocabulary) to help us paint a picture with our words. We use adverbs to describe the verbs (action words). These words often end in -ly

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VCOP

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Think of five animals and write a sentence about each one using an adverb in each sentence.

(Remember an adverb describes the verb eg: quickly)

Hint… Use words to make the reader think something bad will happen

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Time Connectives

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Time words connect events to tell when they occur. Did you know there are many more than first, then, next…?

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VCOP

You Tube Link

Explanation

Mentor Text

T2 W7/8

Mentor Text follow up

Scaffold Link

LI: To understand why water is vital to human survival

Link 1

Spot the Difference!

Link 2

Use your smart searching skills to answer these questions:

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• What is hydration?
• What is dehydration?
• How does water help us?

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Explain in exactly 25 words why is water vital to human survival?

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Dehydration

Link 3

Plan and write an explanation that tells why your body needs water.

T2 W7/8

Fact Link

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Bryana’s Example

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Determiners

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Determiners help us understand which noun is being talked about, but not when you are using names of people, places or special days.

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VCOP

Specific Determiners tell you exactly which thing/person you are talking about

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the, my, his, hers, your, its, our, their, whose, this, that, these, those, which

General Determiners are used when you are NOT identifying a specific thing/person

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a, an, any, another, other, what

You Tube Link

Term 1

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Remember to file all completed tasks in your Writing folder

T1 W10

Click here for your follow up task

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FANBOYS

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We use F.A.N.B.O.Y.S join ideas together in a sentence

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VCOP

For

And

Nor

But

Or

Yet

So

I like playing rugby. I don’t like being tackled.

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I like playing rugby but I don’t like being tackled.

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Remember to file all completed tasks in your Writing folder

T1 W10

Click here for your follow up task

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AAAWWUBBIS

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We use AAWWUBBIS to join ideas together to create a complex sentence

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VCOP

Although

After

When

While

Until

Because

Before

If

Since

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T1 W10 Teacher Time

Akohia/Learn

Hangaia/Create

Tohaina/Share

LI: To use the 5 senses to paint a picture with my words

5-7-10

Tell us about what it is like to visit the night markets

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‘Let me tell you about…’

Link

10 Word Challenge

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You have 5 minutes to think of 10 words to describe this picture.

I am only looking for words not phrases or sentences.

Using the 5 Senses

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Click here for examples of how to use the 5 senses to paint a picture with words

Building on the 5 Senses

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T1 W... Teacher Time

Akohia/Learn

Hangaia/Create

Tohaina/Share

LI: To understand the purpose of an explanation (Why we write them)

Remember to file all completed tasks in your Writing folder

T1 W2

T1 W2 Teacher Time

Akohia/Learn

Hangaia/Create

Tohaina/Share

LI: To use conjunctions to write compound sentences

FANBOYS

Simple Sentence

The lion is not moving a muscle.

A simple sentence has one idea.

Compound Sentences

The owl sat on the branch, so she could search for prey.

Sentence, conjunction sentence.

Use these images to write your own compound sentences

Compound Sentences

LI: To join two ideas togther using a FANBOYS conjunction to write a compound sentence.

Sentence,

conjunction

sentence.

The lion did not move a muscle, but his eyes continued to search for his next meal.

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A compound sentence is made up of two sentences (ideas) that are joined together by a FANBOYS conjunction to give my audience more detail.

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By Mrs Anderson

for

and

nor

but

or

yet

so

T1 W2 Teacher Time

Akohia/Learn

Hangaia/Create

Tohaina/Share

LI: To use conjunctions to write complex sentences

AAAWWWUBBIS

Complex Sentences

While the owl sat on the branch, she devoured a cricket

Conjunction sentence, sentence.

Use the images below to write your own complex sentences to describe the lion

Remember to file all completed tasks in your Writing folder

T1 W3

T1 W2 Teacher Time

Akohia/Learn

Hangaia/Create

Tohaina/Share

LI: To understand the purpose of an explanation (Why we write them)

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Click here for your follow up task

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Therefore and However

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‘Therefore’ means ‘for that reason’.

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‘However’ means ‘but’ or ‘nevertheless’.

VCOP

T1 W4

T1 W5

Remember to file all completed tasks in your Writing folder

T1 W6

T1 W6 Teacher Time

Akohia/Learn

Hangaia/Create

Tohaina/Share

LI: To think about how I can word my ideas so that they are clear

“Let me tell you something about visual arts week”

4 mins

Link

Click here for your follow up task

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Sentence Structure

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If we understand how to identify a simple, compound and complex sentence we can use all three types in our writing to make our ideas more powerful.

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VCOP

Simple:

I swam at the beach yesterday.

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Compound:

I walked to the shop but I forgot to buy bread.

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Complex:

For the first time, I successfully passed all my tests.

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Remember to file all completed tasks in your Writing folder

T1 W7

T1 W7 Teacher Time

Akohia/Learn

Hangaia/Create

Tohaina/Share

LI: To think about how I can word/phrase my ideas so that they are clear

“Let me tell you something about the Winter Olympics”

4 mins

“Let me tell you something about the a sport in the Winter Olympics”

4 mins

Click here for your follow up task

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Stretching Sentences

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If we understand how to identify a simple, compound and complex sentence we can use all three types in our writing to make our ideas more powerful.

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VCOP

Who? The little girl ran.

What? The little girl ran fast.

When? As night fell, the little girl ran fast.

Where? As night fell, the little girl ran fast through the trees.

Why? As night fell, the little girl ran fast through the trees, trying to keep out of sight.

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Teacher Exemplar

Remember to file all completed tasks in your Writing folder

T1 W8

T1 W8 Teacher Time

Akohia/Learn

Hangaia/Create

Tohaina/Share

LI: To think about how I can word/phrase my ideas so that they are clear

You’ve got 2 minutes!

I can see…

I can smell…

I can hear…

I can feel…

I can taste...

see

smell

hear

feel

taste

Power Writing Challenge

2 words… 1 minute

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Write as much as you can, as fast as you can, as well as you can in one minute.

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1 min

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Count your words

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Repeat

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Repeat

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Count your words

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Remember to file all completed tasks in your Writing folder

T1 W9

T1 W9 Teacher Time

Akohia/Learn

Hangaia/Create

Tohaina/Share

LI: To think about how I can word/phrase my ideas so that they are clear

6 Sentence Story

Once upon a time, there was a talented young carpenter. He lived in a cottage in the depths of a remote forrest in Russia. He was able to craft houses that were more beautiful than those of any other carpenter in the land. Unfortunately, he was very lonely. He wished to meet an interesting young woman and get marrried. So he moved to the city and met a talented woman architect, and they made their fortune by designing and building homes for rich people.

Exemplar pg 126 ‘The Writing Book’ - Sheena Cameron and Louise Dempsey

6 Sentence Story

Exemplar pg 126 ‘The Writing Book’ - Sheena Cameron and Louise Dempsey

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Sentence #1

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Begin with ‘Once upon a time’ and introduce the character...

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Sentence #2

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Describe where the character lives...

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Sentence #3

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Describe the character’s special talent...

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Sentence #4

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Describe the problem...

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Sentence #5

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Tell why the character felt that way...

Sentence #6

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How was the problem solved?