eportfolio Reading

eportfolio Health - Beach ed

Information Report

We are learning how to write an information report using information we gather through research














One of my personal writing goals is:


Organise writing into paragraphs with related ideas.



Evidence I am developing this in my writing:


I made my writing into paragraphs. (the red lines)












Insert an image of your final / teacher conferenced draft:












Publish your Information Report here:


Alpacas are the soft and strong creatures! There are 2 breeds of Alpacas, Huacaya and the Suri.


Alpacas are part of the camel family. The smallest of its family. They are 3 feet tall ground to shoulders and 4 to 7 feet long, thats 120cm to 225cm long and 91.4cm tall. They weigh 55 to 65 kg.


Alpacas are vegetarians mostly eat grass, leaves, wood, bark or stems. They mostly live in high dry areas of mountains usually.


Alpacas are domesticated sides of vicunas that are camelids of sort. These species evolved into guanacos and vicunas. Around 6,000 years ago people in the Andres began to tame them.


Alpacas are non aggressive creatures compared to llamas . They are easy to tame.! They spit occasionally when their food or cria is threatened. They need company and will DIE of loneliness! They respond well to good living attention.

Kai

Kai = food

Māori use tools to hunt for ika, moa, heihei and more

Māori have hungi instead of an oven. A hungi is in the ground and have fire at the bottom. 

Māori have feasts and that is a result of a hungi. 

The Hingis have dances and the potatoes are really yummy.

The way they described the way the food tastes must be really good and the celabrations must be so fun. 

Eportfolio Knowledge Sample 20019.

Goal: to know my basic facts




Medal: getting most of the answers right


Medal: completing the sheet


Backpack: to be quicker and i will need to practice more

E-portfolio Athletics Sample 2019

Algebra eportfolio

ePortfolio Te huarere

E-portfolio Strategy Sample Math

Goal: Find fractions of whole numbers, E.g 3/4 of 24.

Photo:

1. 3/4 of 16 = 12

2. 4/5 of 30 = 24

3. 1/3 of 15 = 5

4. 3/5 of 35 = 21

Metal: I can do well at knowing the strategy of this strategy 

Metal: Getting the answers at the end.

Backpack: To know my % (divisibilityness) 

e-portfolio Wearable Arts

Te Huarere - The Weather

e-portfolio Tikanga Maori Term 2

E-portfolio Maths Strand Sample

E-portfolio Knowledge Sample Maths

I think I did well with:When I know what it said to do I did it fast 

I also think I did well with: Knowing what colomn is the number eg. TH H T O

                                                                                                              4, 9  2  5 

I need to work on: Knowing straight away of what I need to do eg. I just wrote what is in that colomn 

ePortfolio Reading and Inquiry Term 2

E-portfolio Strategy sample - maths

Goal: Change In proper Fractions to Mixed Fractions

I do well at: knowing what each fraction is eg. An in proper fraction is 9/4
                                                                           A proper fraction is 5/6
                                                                           A mixed fraction is 3 4/7

I also do well at: Making an in proper fraction to a proper fractions

I need to work on: Adding two fractions together and, to get the right strategy

Matariki

WALT: write Matariki poetry

   Matariki

  The stars of the sky

Shine bright to lead the way

Restore nature and the food

This night is to remember

The cluster of stars will lead the way

Lead us to the ocean and new land

Colour of stars shine like the sun

Giving us what we need

To be together

e-Portfolio Sample - Science Term 1

E-portfolio Writing - My Camp Experience - The Giant Swing

Describe It - Camp Experiences

Learning Objectives:

Level 3

• Select, form, and communicate ideas on a range of topics.
  
  
• Use language features appropriately, showing a developing understanding of their effects.
  
  
• Organise texts, using a range of appropriate structures.
  
  
• Show a developing understanding of how to shape texts for different purposes and audiences.
  
  

Level 4.

• Select, develop, and communicate ideas on a range of topics.
  
  
• Use a range of language features appropriately, showing an increasing understanding of their effects.
  
  
• Organise texts. Using a range of appropriate structures.
  
  
• Show an increasing understanding of how to shape texts for different purposes and audiences.
  
  

Learning goals:

• To ‘Show, Don’t Tell’ the reader by painting a picture with words.
  
  
• A variety of sentence starters
  
  
• A variety of sentence lengths
  
  
• Edit and rework
  
  
• Effective peer checking and feedback

Horrified, shaking dramatically rising up from the ground like a bird taking lift off.

While up there it’s a struggle to breathe my whole body was numb.

Swinging back and forth front and back feeling like I fainted once maybe twice

I'm sure my group can see me quivering and howling. My stomach rising up and

down like its dislodged breathing got heavier and heavier as people move on!

Getting down like solid land wasn’t a thing! Crawling, to get the harness off it

had to come off immediately!

Student Reflection: In my writing, one of my goals is Ask others for their feedback on writing and respond to their ideas. I did show this goal here because when I did my buddy mark my buddy read it out to me and I narrowed down the ''I's''. In my writing, one of my goals is Check spelling, punctuation and grammar. I did not show this goal here because I didn't have much punctuation (I had 2 commas in my writing). My next step is to attempt complex punctuation '' , - ( ) Teacher Comment: Sarah, I like how you hook the reader in from the very first sentence in this piece of writing. You have used a variety of sentence lengths for impact. I loved reading this! Your next step is to have a go at using complex punctuation.