Music, Dance Term 4 2016

We are learning how to:

• Perform as a group

We will know we have been successful when we:

• Put in the effort to learn the song words and the actions
• Perform with energy and expression
• Preview YouTube video Year 3 Gala 2016
  

  

  

  Year 3 Gala 2016

  

Skye's New Learning Enviroment

Writing - Term 3

WALT: write about our new learning environment ideas

I will know that I am successful when I have

• included many important words about the topic
• Used full sentences with full stops and capital letters
• Written detail about each idea using describing words

Term 3 Maths

WALT: regroup using place value to add and subtract

Gymnastics Term 3

WALT: create and perform a sequence of unlike actions with a buddy

Reading - Term 3

WALT: find evidence from the text to answer comprehension questions. 

WALT: use inference to answer comprehension questions about a narrative text.

	Silver Level and Beyond
When students at this level read, respond to, and think critically about texts, they:	•  I know what I like to read •  I know what I am able to read •  I know how to find what I like to read •  I can select from a range of strategies to help me when I lose meaning in a text; - I can cross-check - I can re-read - I can use what I know about words and sentence structure - I can look for clues to confirm my predictions and inferences •  I can use a range of comprehension strategies; –  I can identify and summarise the main ideas using my knowledge of how a text is structured –  I can make and explain my inferences using information in the text –  I can make connections between the text and my prior knowledge to help me understand figurative language •  I can read for sustained periods of time •  I can read longer texts and remember what has happened over a number of days •  I can talk about what I have read with others •  I can discuss how well the text met its purpose
They draw on knowledge and skills that include:	• I can read all high frequency words •  I can automatically select an appropriate decoding strategy when I find unknown words •  I can work out the meanings of new words using a range of strategies; – using my understanding of the meanings of most common prefixes; (over-, mis-, sub-, pre-, inter-, semi-, mid) –  using my understanding of the most common suffixes (-ist, -ity,- ty, -ion, -able/-ible, -ness, -ment) –  I can use reference sources to find the meanings of new words (dictionary, thesaurus) –  I can guess word meanings from known roots and affixes •  I can work out the meanings of unfamiliar phrases and expressions e.g., figures of speech) by using my oral language and the context; •  I can recognise the features and purposes of some common text types •  I can use my knowledge of common text types to understand texts •  I can use visual language features to help me understand the ideas and information in texts

Term 3 - Integrated Topic

Big Idea - What changes could we make to our learning environment ?

WALT: use our green hat creative thinking to create a new learning environment 

WALT: use Explain Everything to share our ideas 

Success Criteria:

• use clear voices 
• use clear photos 
• cooperate with a buddy

CARE Values - Term 3

WALT: Sing our school waiata with the actions.

We are showing our Community Value 

Skye's Mihi - Take Two

WALT: to say our mihi and answer questions about ourselves in Te Reo

Skye's Mihi

• WALT: say our mihi and answer questions about ourselves