Tag: Reading

Tangiwai Disaster

LI: Use your smart searching skills to find 3 interesting facts about the Tangiwai disaster.

For reading we learned about the Tangiwai disaster. We watched a video that explained the tangiwai railway bridge disaster. We made notes with vocab (words we don’t know) and questions to know. One of the things we learned about was open and close questions. Open questions are saying the answer but adding more details and closed questions is a simple yes or no. For our document, we read through the story and answered the questions using our own words/comment tool to share our opinions/ideas. Group 2 made a google video, we took turns sharing six facts about what happened in the past (Tragedy disaster). We used our smart searching skills and explained what happened in a short sentence in our own words. An example of this is “The disaster occurred on Christmas Eve, with many passengers travelling home to be with families, adding to the tragedy of the event”. We enjoyed learning about volcanoes.

Diary WW1

LI: To retell an event in history through the fictional eyes of someone who was there.

For this activity, we’ve been looking at a text that took place in ANZAC (World War 1) on the 25th of April 1915. We watched a video about their life or what it looked like in the trenches also about Hami Grace’s diary that was read from one of the soilders who participated in the war. Learning about this helped us write our own diary together as a reading group. We used Google Videos to record our own self reading the diary entries we created and tell them about I enjoyed using this as it allowed me to learn about what happened during world war 1. Something I found interesting about this task was when watching the video, I realised how tight the trenches were for all soilders to fit in.

Mapping the Migratory Flight of the Kuaka

LI: To use Google My Maps to show the migratory flight path of the Kuaka.

For this activity we needed to create a map that shows how long the kuaka birds fly for and where the kuaka birds migrate to.  

Kuaka birds, also known as bar-tailed godwits, love to hang out near the water, especially in places like estuaries, mudflats, beaches, and coastal marshes, where they find lots of yummy food.

Every year, as winter approaches, the Kuaka fly north to the breeding grounds of Alaska, stopping off in Korea and Japan for a rest and some food on the way. On the return journey, as our summer approaches, they fly directly to New Zealand, a trip of endurance with no food, water, or rest; nearly 12,000 km non-stop.

Did you know that the Kuaka bird holds the world record for the longest flight?

Dot to Dot Connections: The Kuaka

LI: To draw the lines between the words to show how the connections you have made.

For this activity, we created a DLO showing our Dot to Dot Connections about the Kuaka Bird. We used the scribble tool to connect each word and write down information that is related to the text. For example : Migration and Habitat (The Kuaka birds migrate from Alaska to NZ to have a safe environment). We used our prior knowledge to figure out some information about the Kuaka Bird. Something we enjoyed while doing this activity was collaborating and communicating to each other to grab different ideas and learn from one another.

Facts/Questions  about the Kuaka Bird:

  • Did you know the Kuaka, or bar-tailed godwit, is famous for its incredible long-distance migration
  • Did you know they travel 11,000 kilometers non-stop from Alaska to New Zealand, a journey that takes about 8-9 days?

The Kuaka Infographic

LI: To create an infographic that tells others about the migration of the kuaka

During reading, Group 2 had created an Infographic about the Kuaka bird. Did you know the scientific name for the Kuaka bird is Limosa lapponica. In our infographic DLO, we included their habitat, diet and appearance for others to learn and know more about it. Something we found interesting while reading information was that Kuaka Birds scientific name is Limosa Lapponica because we thought Kuaka Birds was their only name. From this DLO I can see we collaborated and worked as a group to grab ideas from each other.

Working in groups

LI: To understand that everyone has a role to play when we are working in groups

For Reading, we learn best when we learn from and with each other. Our responsibility as a group member is to collaborate and communicate with one another and working in a group helps us understand more about the text. One thing that is important is talking because we can grab ideas from one another and learn about new things we haven’t heard before. Something I enjoy during working in a group is getting able to understand and write down notes to bring together and share.

Papyrus AI Writing

Today we used papyrus AI to help us write a Narrative writing about Red Riding Hood and Snow White combined together. A generative AI is creating something, and to predict (guess) patterns and words. I also learned about the LLM which stands for Large Language Model. We used summaries and retell them in our own words. I really liked the way it replies faster, and how it tells you what you need to add to make it improve by the AI giving feedback.

Bonds of magic and courage.

Once upon a time, in a village near big forests and wide meadows, there were two girls named Snow White and Red Riding Hood. Snow White was known to play tricks and sometimes seemed a little distant from the others. She acted this way to protect herself. Red Riding Hood, however, was always kind and ready to help anyone who needed it.

One day, as the sun rose, people in the village talked about a strange problem. The gardens were drying up, and food was getting scarce. Red Riding Hood wanted to help. She walked through the busy market, asking people if they knew how to fix the problem.

As she walked, she thought about Snow White, who had a tough life after her mother died. Snow White’s stepmother, Stephanie, was mean and didn’t like Snow White because she was so pretty and talented. But Snow White stayed strong and smart, even when things were hard at home.

Red Riding Hood decided to ask Snow White for help. They met in the village square, and Red Riding Hood told her about the curse on the village. At first, Snow White wasn’t sure, but Red Riding Hood’s kind words made her want to help. She agreed to join Red Riding Hood and try to save the village.

In another part of the village, Red Riding Hood was worried because her grandma was sick. To cheer her up, Red Riding Hood picked flowers and baked biscuits, then walked through the forest to her grandma’s house with the basket of treats.

Meanwhile, Stephanie had a magical mirror that talked to her. Every day she asked, “Mirror, who is the prettiest of them all?” The mirror always said, “You are beautiful, but Snow White is even more beautiful.” This made Stephanie angry and jealous. She thought about how to make Snow White less beautiful.

Snow White was really scared because she thought the huntsman would get rid of her, as her stepmother wanted. But the kind huntsman had a good heart and let her run away to a new place where she could be safe.

When Stephanie realized Snow White was missing, she asked her magic mirror, “Where is Snow White?” The mirror showed her where Snow White had gone. Angry and determined, Stephanie disguised herself as an old woman and went to Snow White’s hiding place. She knocked on the door, pretending to be kind, and convinced Snow White to let her in.

Once inside, Stephanie revealed her true intentions. She tied Snow White with a rope until Snow White fainted, leaving her in danger.

Red Riding Hood, searching for her friend, came upon the house and sensed something was wrong. She hurried inside and found Snow White unconscious and tied up. Quickly, Red Riding Hood untied her, allowing Snow White to breathe again. As Snow White slowly came back to life, she thought to herself that she would never trust strangers at her door, even if they appeared to be harmless old women.

After their narrow escape, Snow White and Red Riding Hood knew they had to come up with a plan to protect themselves and end Stephanie’s wickedness. Together, they devised a plan to confront Stephanie and break the hold the magic mirror had over her.

They decided to take the mirror away from Stephanie, hoping it would free her from jealousy. With bravery in their hearts, they sneaked back into Stephanie’s home. Using clever tricks and teamwork, they managed to distract Stephanie and retrieve the mirror. 

Once the mirror was in their hands, Snow White and Red Riding Hood smashed it into pieces. As the shards scattered, Stephanie’s enchantment was broken, and with it, her obsession with beauty faded.

Stephanie, freed from the mirror’s influence, realized the harm she had caused and asked for forgiveness. Snow White, learning the power of kindness and forgiveness, decided to give her stepmother another chance.

With love and unity, the village’s gardens began to bloom again. Snow White and Red Riding Hood’s friendship grew stronger, proving that courage, trust, and a little bit of magic can overcome any darkness.

Interview – Stephen Crichton

In reading we created a Google slide explaining what we want to ask our favourite celebrity, sports player, or idol when we get a chance to. As you can see my favourite player I want to interview is Stephen Crichton. On the next page it is all about questions I want to ask. An example of this is “What is your favourite colour?”. This is where you get a chance to ask them questions and to know them more than just their name.

I enjoyed creating this Google slide because in the future you might be that person.

Informative Visual Presentation – Reading

LI: Create an informative visual presentation to share with the group.

For reading our challenge was to create an informative presentation about your favourite sport player. The person I picked to talk about was Stephen Crichton. This relates to a text called  “Mils Muliaina – All black” where a little boy called Alisana interviewed him and got information about his journey. In this presentation there are only 3 pieces of information I have found by doing some smart research about him. As you can see, Stephen Crichton was born in Apia Samoa which means his parents are Samoa. As a group we get to do a presentation to the reading group and talk them through what we researched or what we have found.

I enjoyed doing these challenges because it helps us learn more about their personality or journey.

Traditional Tattoos

For Reading, we learned about Traditional Tattoos. Traditional Tattoos We got into groups and picked 3 cultures we want to research and learn more about. Our three cultures we picked were Maori, Samoa and the Philippines. We used our smart searching skills and found out the meaning and why it’s important (It’s important to understand the meaning behind the symbols of the traditional tattoos, so you have a better apprehension of the significance that they wear). We watched 2 or 3 videos of the traditional tattoos of each culture to find out more information about the symbols and we also clicked on the links that took us to a website for us to read more. Something that I found interesting about the 3 cultures was that each tattoo or symbol has a personal story behind it.

I enjoyed doing this task because it helps people understand what’s the meaning behind them.