The Lunch Time Problem

Next year I’m going to be a grade six and in grade six we get prep buddies. Over the past month or so we’ve been drafting, writing, illustrating and publishing picture story books for our new buddies. My book is called The Lunch Time Problem.
The process:
It was really challenging and fun doing our picture books. I wrote all the words and drew all the pictures. I put heaps of detail into the pictures and didn’t draw stick figures so my buddy will be able to enjoy listening to the words as well as looking deep into the pictures.
I really liked writing and illustrating my book because it was a chance for me to let my drawing skills out (which aren’t the best) and using simple words that are for a prep aged audience.
If I wrote my book again I would probably add some more action into it to make it more exciting.

This is my book in a video. It goes really fast so feel free to pause and play it. If you like my picture book leave a comment.

Thunderous Themes!

This week we have been learning about themes in texts. Themes are messages the author wants us to know or learn about.
I read a picture book called “The Cat Wants Custard”. Here’s a brief description of it.
The cat Kevin is trying to decide what to have for dinner. His owner offers all these treats to him but Kevin wants something sweet, something like custard. Kevin tries to get his owner the know that he wants custard by doing wacky things like making the letters of custard with his body and having a yellow sweater over the top of him in a bowl. When none of these things work his finale option is to wait for the fridge to open. When it does, he finds a bowl of custard inside. He has one lick and he hates it! Now he wants mashed potato.

The theme in this book
Topic: Needs and wants. Theme: Just because you want something doesn’t mean you need it.
That’s the theme in this book because Kevin the Cat wants custard but he doesn’t need because his owner is offering all these other things to him that would do him just fine.

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I can explain….

 

I Can Explain How Gymnastics Scoring Operates
By Sophie
Gymnastics is a sport where athletes called gymnasts, perform acrobatic skills like leaps, turns, flips and more on the floor or balance beam (sometimes with a piece of apparatus like a rope or ribbon) while other gymnasts perform swings and flips on vault and bars. Gymnastics is an exercise that shows agility, balance, strength and a lot of flexibility.

Every gymnast starts off with a total of ten points. During the routine, the judges deduct (take away) points like tenths and and sometimes hundredths for the mistakes that occurred throughout the routine.

Judges can get very picky about skills. Like if a skill is left out the judge will sometimes up to subtract twice the value of the skill. Judges deduct points when your arms, legs and sometimes back and core aren’t how there’re meant to be. A little bit bent = 0.1. Bent = 0.3. Very bent = 0.5. When you fall off anything or fall over on floor the the points deducted range from 0.5-1.0.

To make gymnastics scoring simpler, you can think about it as money. So you start off with $10. Each time you make a mistake the judge will take so much money away from you. In the end you want to aim for the judges to take no money away from also known as “the perfect ten.”

So next time you go to a gymnastics competition, competing or watching, you’ll understand how gymnastics scoring operates!

This is a picture of a judges scoring sheet.

This is a picture of a judges scoring sheet.

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Bibliography: slate.com gymnasticshq.com remandblack.com gymnastics.about.com
Pictures from: gymnasticshq.com https://en.m.wikipedia.org/wiki (glossary of gymnastics terms)

What makes my explanation text a good one: I thought about which diagram I put in, My text makes sense because I used many kid friendly websites to get my information and I clearly defined what gymnastics is in my first paragraph so people can understand.

“Meaning for Reading”

“Meaning for Reading”  There’s a nice ring to it isn’t  there. But what really is the meaning of reading? There are three main meanings of reading things. Those things are inferential, personal and literal. Right now you’re probably thinking, “Where have I heard those words before?” Well, I don’t know where you’ve heard those words but I do know you’re about to find out what they mean.

Literal: Literal is something you can pick out in the text like new vocabulary. It’s something you can literally see in the text that you’re reading.

Inferential: Inferential is the opposite of literal. You have to pick up hints, clues and evidence in the text to find out what you want to know. Example “Lily was sitting on the couch watching her favourite show” It doesn’t say in the sentence where Lily is but we can infer she’s in a lounge room. You get a couple of ideas from the text and connect them to make you inference.

Personal: Personal ideas come from your own mind and what you’re thinking, not anyone else. E.G: My dog is brown with white spots.  Now, what does the dog look like? Does it have straight ears, floppy ears, is it’s tongue out or in. How many spots does it have? Well it’s all up to you. They’re your ideas, not anyone else’s.

My Narrative

Over term four all the grade fours wrote their very own narritive. We got to chose our own topic.

My seed (inspiration) was more of a thought. I was thinking that I should have a person in the book telling the story and maybe it should be a devilish girl. That’s the idea my narritive is based on.

Here’s my story:

I’m going out of my mind from reading “Out Of My Mind”

Over term 4 we have been reading “Out Of My Mind” as our read Aloud book.
As a class we had discussions on what we thought was going to happen next and why we thought something happened.
My opinion: this book isn’t like any other book. It intrigues the reader and it makes you want to read more when you get around the climax. I really want this book to have a whole series ahead of it.
I would recommend this book for year fours and above because younger than year fours might not be able to understand the words like empathy or sympathy.
Here’s a link for for Sharon”s Draper out of my mind blog. Sharon Draper Out Of My Mind
Here’s my Out Of My Mind slides

Term 4 Week 4

This week I learnt a lot of things. From maths in space to what my disability is. Here’s my learning.
Empathy VS sympathy.
Have you ever wondered when you read a book and they say that someone gave empathy/sympathy to another character? Well the book we’re reading in class did.

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Big Numbers.
This week we have been focusing on the solar system. We have made a scale and found out how many kilometres each planet is from the sun. ( excluding dwarf planets) Here’s my scale and some big numbers.

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My Fresh, New, Magnificent Learning Goals

 

My Learning Goals

A short term learning goal is when when you do it over a week, a month or even a term. Things that are short term goals are like learning your eight times tables or focusing on a letter that you just can’t get. You do small steps in short term goals so you can achieve your goal without having to do all these things all at once.
Long term goals are when you to it for a year or two. They can be things like learning all your times tables or writing a maritime that makes sense.

My learning behaviour goal is to focus on what I’m doing not what people surrounding me are doing. I’ll do this by when somebody asks me a silly question or keep taping and talking to me I’ll ignore them and just stay focus on my work. If this is working well I will start to pretend no one is around me so it’s like me and my work are the only ones in the classroom. If this proceeds I will then get my mind to focus on the thing I’m doing by not looking at other people.

In maths I’ll work on my goal to use the four operations for problem solving. I’ll do this by when I get a hard problem I will use two or more of the more operations to see if the answer looks right. After that works I will start to use all the operations to fix the mistakes that are in my equation if I have any.

When I’m doing English I will do my reading goal which is to build on my understanding of the text I am reading. I will do this by reading the text twice. Once to enjoy and the next to get the meaning.

The word impossible is an illusion. The word actually says I’m Possible.

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