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February, 2016

  1. Sports Reports

    February 14, 2016 by Mr Richo

    Make a copy first!

    Apollo Sports Report

    My sport is____________________ Name

     

    Hello I am _______

     

     

     

     

     

     

     

    Don’t say!!!:

    • Good morning to parents teachers and students. Just say Hello.
    • Scores ended up to be… (The scores were…)
    • I was chosen to be captain; (We know that already.)
    • Sports awards will be handed out at a later date.
    • Don’t give a weather report.

    Do say:

    • Who played well and why you think that.
    • What the coach said about your performance
    • What you think about the performance.
    • Say each word clearly –I played SOFTBALL for the Comets.

     

    • Other points:

    PRACTICE your speech!!!!!

    Show your speech to a teacher.

    Use paragraphs.

    You should save your report. Reports are important examples of your writing skill.


  2. Australia Trivia

    February 14, 2016 by Mr Richo

    AUSTRALIA TRIVIA QUESTIONS

    Answer the following questions in you Reading Book. Be sure to answer in full sentences and follow the quality work contract.

    Good luck!

    1. Australia is a country and also a _____________

    2. Australia is below the equator. That’s why its called _____________

     continent
     equatorial
     land down under
     Aboriginal

    3. Australia is made up of ___states and ___territories

     two,six
     six, two
     two, four
     nine, two

    4. The brush tailed possum build their nests in a __________ tree.

    5. The outback does not get very much rain and is very dry. It is located in which part of the country … ?

     Eastern
     Northern
     Middle
     Southern

    6.Another name for the game Candyland in Australia is … ?

    7. The ____ used the boomerang as a ______. Today, children use it as a toy

    8.The largest deposit of coral in the world is in Australia. It is about 1250 miles long. It is called the _____

    9. “The first inhabitants of Australia were the Aborigines, who migrated there at least 40,000 years ago from ___ “

    10. In 1999 and 2003, Australia won the ______ World Cup

     Rugby
     Cricket
     Basketball
     Rules Football

    11. The first Europeans to explore Queensland were … ?

     Dutch
     British
     Portuguese
     Aborigines

    12. “During World War I, Australia fought alongside which country … ? “

     Germay
     Britain
     China
     USA

    13. Which animal is the only indigenous animal to Australia … ?

    14. Melbourne’s motto is Vires acquirit eundo meaning?

    15. Which of the following animals was not founded in Australia … ?

     Emu
     Kiwi
     kangaroo
     kookaburra

    16. An acronym for Queensland and Northern Territory Air Service is a name for a major airline for Australia. The name is …. ?

    17. What is Australia’s accepted floral emblem ? G—— W—–

    18. Which of these cities never used tram transport ?

    Sydney
    Darwin
    Brisbane
    Perth

    19. Paterson wrote the words of Waltzing Matilda in … ?

    1880
    1885
    1890
    1895

    20. Surfers Paradise was previously called … ?

    Little Miami
    Golden Surf
    Elston
    Victoria Beach

    2 1. Which of these animals is not extinct ?

    Paradise Parrot
    Pig-footed Bandicoot
    Broad-faced Potoroo
    Spotted Quoll

    22. The Sugar glider is a … ?

    Possum
    Cockatoo
    Frog
    butterfly

    23. Modern Kangaroos are herbivorous but in the past there were meat eating Kangaroos. True or False ?

    True
    False

    24. In 1997 The Australian Bureau of Statistics estimated there were how many sheep in Australia ?

    4 million
    40 million
    90 million
    120 million

    25. How many toes does an Emu have ?

    3
    4
    5
    6

    26. The Southern Cassowary flies only at night. True or False ?

    True
    False

    27. Its thought that Dingos were introduced to Australia … ?

    500 years ago
    800 years ago
    1900 years ago
    4000 years ago

    28. How many described species and subspecies of Ants are there in Australia?

    2
    12
    190
    1275

    29. Koalas do not need to drink water as they get enough moisture from their food. True or False ?

    True
    False

    30. The largest fresh water fish found in Australia is … ?

    Australian Lungfish
    Murray Cod
    Barcheek Trevally
    Barramundi


  3. Homework Pictures Week 3

    February 11, 2016 by Mr Richo

    ColouringAustralia-History&Heritage

    These are the heritage posters from Miss Ward’s blog.


  4. LENGTH

    February 10, 2016 by Mr Richo

    How accurately can you make a 30 cm ruler? Use a strip of cover paper to create your own ruler from memory. Remember to evenly space the mm and cm increments.

    Now for the real challenge.  Make 1 metre. Make folds to start you off. For example find the half way mark.Picture 1

    How accurate was your ruler?  Compare with the real thing.


  5. Lizzy Flynn

    February 9, 2016 by Mr Richo

    Inquiry- literature response

    week 3  ‘My name is Lizzie Flynn’   by Claire Saxby and Lizzy Newcomb

    All of the questions below need to be completed in your reading books. Include KEY words from each sentence in your answers. Ensure you use complete sentences.

    What was the final destination of the Rajah?

    What was Lizzie sentenced for?

    Do you think Lizzie was a criminal?

    Describe how the women would have felt as they were sent away?

    Martha Woodhouse sounds like a tough woman. Why was she so mean to Lizzie?

    Draw the items the women received in their care bags.

    Why were the women told to sew a quilt?

    Where is the Rajah quilt now?


  6. Sentence Types

    February 9, 2016 by Mr Richo

    Learning about better sentence construction

    Explicit Teaching

    There are different types of sentences: simple, compound and complex:

    • Simple sentences are structured by a single main clause.
      Example: I went to the movies.
    • Compound sentences are structured by two or more (independent) clauses that are linked together using a conjunction. Each clause conveys its own equal message.
      Example: I went to the movies and my friend ate an ice cream.
    • Complex sentences are structured by a main clause and one or more other (dependent) clauses. The main clause holds the main message and the other clauses elaborate on it.
      Example: I went to the movies while it was raining.

    Students in Stage 1 need to write accurate simple and compound sentences and learn to recognise and compose some complex sentences. Teach students to join simple sentences with conjunctions, for example ‘and’, ‘but’ or ‘nor’ or ‘yet’, to construct compound sentences.

    Introduce students to complex sentence structure. Teach students to recognise the main clause in complex sentences. Students can use conjunctions to elaborate on the main clause, for example ‘when’, ‘while’ or ‘before’, to construct complex sentences.

    General Strategies

    Engage students with frequent experiences of hearing, reading and viewing texts with a variety of sentence structures. Prompt students to consider what sentence structures they can recognise and how they have been used to enhance the text.

    Teach students how to join sentences using different conjunctions for different purposes (for example and, but, because). Encourage students to re-read their work (individually or in pairs) and check for simple or repetitive sentence structure that they can improve using compound and complex sentence structure.

    Provide oral and written sentence patterns and scaffolds for compound and complex sentences that students can vary by inserting their own preferences, e.g. I like books about animals, but I don’t like ones about magic.

    Activities to support the strategies

    Activity 1

    Sentences can grow!

    This activity can implemented whole class, in small groups, partners or 1:1. It can be adapted to suit subject matter in any learning area. It will support students to become familiar with common conjunctions and recognise when they can use compound sentence structure in writing.

    • Explain that conjunctions link ideas in sentences using a text with compound sentences.
    • Group students and provide an array of paired simple sentences e.g. (Julie bought 3 pencils. She lost 2 of them.) (Paul has a football. He threw it across the yard.)
    • Provide each group with long strips of paper to record their compound sentences:

    • Ask students to turn the simple sentence pairs into compound sentences using joining conjunctions.
    • Differentiate this task for your students by providing a list of conjunctions to limit or expand conjunction choices, adding another clause to create a longer compound sentence or a complex sentence.
    • Extension: Students look for pairs of sentences in their own work that can be made into compound sentences.

    Activity 2

    Conjunctions Bank

    This activity can be implemented with a whole class or in small groups in any learning area. It will support students to become familiar with identifying conjunctions in texts, categorising the purpose of the conjunction and create a resource for students to draw on when composing compound and complex sentences.

    • Prepare two posters for display with the headings ‘conjunctions that join’ &‘conjunctions that add information’.
    • Identify familiar conjunctions with the class and record these on the appropriate poster, e.g. The conjunction ‘and’ joins two simple sentences in a compound sentence so it belongs with the ‘conjunctions that join’; The conjunction ‘before’ adds information to a main idea in a complex sentence so it belongs with the ‘conjunctions that add information’.
    • Introduce a shared verbal, visual or written text that contains compound and complex sentences (relevant to your students’ learning focus and context) and explain that students are looking for conjunctions in the text.
    • Model or guide the identification of the first few conjunctions that appear in compound and complex sentences in the text and ask students how they can be categorised. Record conjunctions on the correct poster and provide clarifications as necessary.
    • Follow-up the joint construction of the conjunction banks with a written response, e.g. ask students to write a compound or a complex sentence, in response to the shared text, using a conjunction from the banks.
    • Continue to add to the conjunction bank following or during shared verbal, visual or written texts and encourage students to refer the conjunction banks during written tasks.

  7. SWIMMING STARTS TOMORROW!

    February 8, 2016 by Mr Richo

    Don’t forget….

    • towel
    • spare socks and underwear
    • goggles

  8. Number

    February 8, 2016 by Mr Richo

    Rounding numbers

    Picture 27

    Week 3  maths number -rounding

    As Mrs Budget is half way through her shopping she has realised she has left her wallet at home. Fortunately she has $100 emergency money in her bag to get her by. She rounds the price of each item to help her keep tabs on her spending.

    Will she have enough for her groceries?

    How quickly can you calculate the approximate cost of her shopping? What will she need to do before she gets to the register?

    Is she over or under her budget?

    How close to $100 can you get with the groceries in her cart?

    Do you need to put items back? Can you buy more than one of the items in the trolley to get you to $100.  Show your rounding and calculations in your maths grid book.

    Category: Maths | LEAVE A COMMENT

  9. Australia Day

    February 7, 2016 by Mr Richo

    This is the link for the reading group activity.

    http://splash.abc.net.au/home#!/media/598639/what-s-australia-day-all-about-

    Answer the question after viewing this item.

    Create 5 dot points about the article.


  10. Measurement

    February 6, 2016 by Mr Richo

    Screen Shot 2016-02-06 at 5.14.40 pm


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