Describing Shoes

We have been learning to add detail to our writing. We are trying to paint a picture in the readers head when they read our writing.

The Kidd-li-winks all took off their shoes and lined them up. Surprisingly our classroom still smelt alright. Everyone secretly chose a pair of shoes to write about. We listened to writing and had to guess which shoes matched the writing.

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8)

 Can you use the clues to guess which shoes each piece of writing is about?

The shoes are pink and they have pink sparkling laces. hey have butterflies on them and they have a little bit of purple. At the tip of the shoe it has light white and has shiny white sparkles. It has a purple and pink tongue and it has no sparkles at all. It is hiding under the laces. They have dark pink in the inside. 

Author Tayla

The shoes are jet black with a colourful love heart on them. They have clean white soles. It has four silver circle eyelets. the shoes can just slip off easily. They have black line stitching to hold it altogether. It has a little black tongue in the middle of them. The shoes are size 12. They would fit a Nga Tipu person. 

Author Skyla

The shoes have light orange on the bottom. They have orange laces with velcro across the top. When the velcro comes off it goes ca ca ca ca. It has a black tongue and it has grip that has been worn out. It has a mouth for the stinky feet to go in.

Author George

The shoes have white laces and ten holes. It is white and black. They have silver dots on them. It is for basketball people. It has nets on the tongue. It has circles and stripes on the grips and it has laces on the top. It is a little bit silver.

Author Nick

The shoes have got laces and the colour is white. They have white soles on the bottom of the shoes and the colour of the shoe is red. The shoes have been on lots of times because it has worn lots.

Author Ella

Thank you to Mrs Ramsay and Room 6 for a wonderful writing idea :)

Lego Maths

We have been learning how to make and interpret graphs. We made graphs to show how many lego pieces we used in our creations.

We took apart our creations and put the pieces on the graph. We had to work out the colour we used the most, least and how many pieces we used altogether.

After that we made graphs for each other. We had to use the  information on the graph to  make our creation with.

Graphs, adding and multiplying

Miss Hill was away at camp so we quietly went into the Resource Room and used the whiteboard tables. It was so exciting.








We made our own graphs showing how many of each item we would need at our party. We had 4 things we could have: a gingerbread man, a king sized crunchy bar, a block of chocolate and a milk shake.

Emma's graph

Each item had a price and we had to work out how much we would spend to buy all our food items.
Gingerbread man $1, Crunchy Bar $2, Block of chocolate $3 and Milk shake $5.

Mitchell's graph and number sentence 

Tayla's graph and number sentence

 What food would you have at your party? 

Swans

The Schintzel vonn Krumm reading group read a story about swans. They made a Pic Collage about the what happened in the story. 

 Declan

 Lucas

Nick

Newspaper Castles

Room 5 have been busy making castles out of newspaper. We had to think very carefully about light and dark so we could see different parts of our castles.
We learnt special castle vocabulary: knights, drawbridge, turrets, dungeon, cannons, moats and towers.

Artist Isaiah

Thomas

Artist Piper

Artist Bella

Artist Kady

Artist Nick

If you look carefully at the castles you will notice lots of little details.

Beanstalk

Room 5 have been problem-solving again. Miss Patel set a challenge of building the tallest beanstalk. The Kidd-li-winks showed determination and creative thinking to build the beanstalks.

Team work

Thinking outside the square

Working together

  Which beanstalk would you like to climb? It needs to be stable so you don't fall down!

Three Little Pig Houses

We have been reading lots of different fairytales and thinking of ways the characters could solve the problems in the story. The Three Little Pigs had a problem- the pigs' houses weren't strong enough so the wolf blew it down.
We used hay, sticks and bricks to build houses. We tried lots of different ways to make the houses strong. Mrs H and Miss Patel were so impressed with how we showed determination when our first ideas didn't work.

Can you see that naughty Big Bad Wolf that
was trying to blow down our houses?

Working together so well

Mark #3...determination!

One idea

Discussed and changed to make this house.
The Big Bad Wolf couldn't blow it down.
Isaiah taught us triangles make things strong.

A very strong brick house.

Building a house out of hay is tricky, but the builders never gave  up.

The Big Bad Wolf could only blow a few sticks off this house.

The Nogard

We have been learning to make a picture in our head when we read.

We read about the Nogard. We used the clues to make a picture in our head. It helped us understand what sort of creature a Nogard is. None of us had ever heard of a Nogard. Have you?

We used the clues to draw in Paint. 

Thomas

Ella

Emma

Mitchell

Tayla

Piper

Here is the piece of writing about a Nogard

A Nogard is an animal. It has an oval shaped body.It has a long neck and tail.The top of the neck, back and tail are covered with a row of triangle shaped plates. The Nogard's head is shaped like a long triangle. It has big eyes and eyebrows that stick out. It also has big nostrils. It's body is covered in scales. The Nogard has four short legs. At the end of each leg there is a foot with five toes. Each toe has a sharp claw at the end. The Nogard has two wings attached to its body. Nogards are usually green but change to a deep purple in the winter months. 

Author Sheena Cameron

Human Tally Marks

We have been learning to use tally marks to record information. We have learnt that tally marks are in bundles of 5. The 5th mark we use to tie the bundle together. We used human tally marks to work out how many children were at school.

 5

 10

 15

20

21,22

We skip counted in 5s and counted on 2 more to find out how many children were at school.