Reading

Reading

WALT... (I can apply my knowledge of adverbial clauses and connectives to see how ideas are linked in texts.)

For reading I have been learning about adverbial clauses. I have found this learning… Boring because… I had already learnt this, and there wasn't anything fun about it.

In this activity My Reading Task, I had to... explain what part of the sentence was an adverbial clause.

Reading (Grammatical Constructions)

Reading

WALT - I can recognise and understand a variety of grammatical constructions and some rhetorical patterns.

In this unit I have been learning about:

• The parts of speech.
• The types of nouns.
• The types of sentences.

In this unit, I found challenging trying to remember all of the different types of names for nouns.

Something new I learnt was how to put these nouns into sentnces.

Reading

Reading

WALT: I understand the features of different types of texts and text forms.

1. Text features are important because: They include all the components of a story or a article that are not the main body of texts.

2. Each genre has different text features because: each genre has different text features.

3. Two genres that I studied the text features of are: explanations and story's.  

Features of a Website

Features of a Article

Features of a Story
Features of a Explanation
Features of a Poem

My Student Led Conference

My Student Led Conference

The things I enjoyed most about my SLC were: Sharing learning and achievements with my parents.

What went well and why? Something that went well was that my patents were asking a lot of questions, and it was good because, I used up all of the time.

What were the challenges you faced when preparing and presenting your SLC? When my parents asked a question I didn't know the answer to.

What changes would you make for next time and why? I would share more, because I had heaps of time left.

Reading Assessment Task

Year 9/10: I have a large vocabulary that is connected to my own knowledge about the world.

Name of Text: Underground Explorers

Defintions

Void: an empty space or vacuum. Fluorescent: able to give off visible light after being exposed to a source of heat, light, or other form of energy Vulnerable: able to be hurt or injured Interconnected: to connect or cause to be connected one to the other or others. Seldom: not often; rarely.

Example/Non Example	Is a void messy? Why or why not?	No, because it would be empty/clean, because it is an empty space.
	Which color is the most fluorescent at night? Why?	Green, because you can see it when the fluorescent effect has worn off.
	Why are elderly people more vulnerable than children? Why?	They have more frail bodies then us kids.
	Which is more interconnected; a vine or a dandeloin? Why?	Vine, because it is connected to trees, and branches, were is, a dandelion is only connected to the ground/grass.
	Which is more seldom; the Olympics or an election in NZ? Why?	Olympics, because they come every 4 years, and an election can be around 2-3 years.

Word Associations	The plants in the garden are die during a frost	Vulnerable
	There were lots of different paths that joined each other	Interconnected
	I made a shot from halfway while facing backwards.	Seldom
	We are still exploring  outer space.	Void
	I can find my key ring easily in the dark.	Fluorescent

Word Relationships How might each pair of words be connected?	Vulnerable/Fluorescent	They are both able to do multiple things.
	Void/interconnected	They are the complete opposite.

Extended Writing	Think of a time when you felt as though you were in a void or when you saw something that happens seldom. Write a paragraph about this.
	A time when something happened that was seldom, was when I watched the olympics 4 years ago. The Olympics are rare because, they only come every 4 years.

Reading

I can evaluate writers’ purposes and consider how they have used structure and language to suit these purposes. (Eg: I can make decisions about why the writer has written a piece of writing and how they have used particular structures and words to meet the purpose.)

I think I have reached Extended Abstract because, I can evaluate writers’ purposes and consider how they have used structure and language to suit these purposes.

My next step is to sit with a teacher, and discuss a new goal.

Down below is a link to my evidence,

My Follow up

Reading

I can locate, evaluate, analyse and summarise information and ideas within the text, and across a range of texts.

I think I have reached Relational, because I can I can locate, evaluate, analyse and summarise information and ideas within the text.

My next step is to  locate, evaluate, analyse and summarise information and ideas within the text, and across a range of texts.

Here is a link to my follow up evidence,

Evidence

Student led conference

This is my slideshow of my Student Led Conference.

Monique's reading prove it