NAIDOC Week Literacy and Numeracy Highlights
For NAIDOC Week, 4A celebrated Aboriginal art by working together as a community to create a class mural. We also learnt about the difference between Welcome to Country and Acknowledgement of Country. As a class we then created our own Acknowledgement of Country after researching who were the original inhabitants of Avondale Heights.
Our Inquiry unit focus question: Who were the First Australians and where did they come from?
As a celebration of NAIDOC Week, 4B has worked collaboratively on a Rainbow Serpent Mural and also wrote our own individual Acknowledgement of Country. This has fit into our Inquiry unit which has a focus on First Contact. We are learning lots about Indigenous Australians and their way of life before European settlement.
In 4C we have been learning about First Contact and celebrating NAIDOC week by working as a class to put together a mural of Aboriginal art. We found out that the Aboriginals could've been the first people in the world. By India L Arren P
For the past couple of weeks 4A have continued to learn about persuasive techniques and text structures when reading and writing. Here are just a few samples of our students' great work using topics of their own choice.
For numeracy we have focused on improving our subtraction problem solving skills and learning about how to calculate units of time. Students explored the open ended tasks of finding out how old they are in years, months, weeks and days.
During this semester, 4B has worked on a measurement task that involved length. We designed a house and had to put in length measurements, demonstrating our knowledge of the most appropriate units of measurement. We have also conducted a survey, looking at the technology devices we have regular access to at home. We then had to construct a graph that displayed our grade information, as well as data from all the grade 4 classes.
In 4C Numeracy we have been practising converting units of time. We learnt about how many days and weeks are in one year, how many years make up one decade and so on.
Using this information we then had a go at finding our age to years, months and days.
In Literacy we have been focusing on Question Answer Relationships and learning about the four types of questions good readers construct and answer. The students in 4C are becoming much more confident when identifying the type of question presented to them, such as, right there questions, think and search, author and me or on my own.
National Reconciliation Week and Inquiry Learning
This term in reading, 4A have been analysing how authors use persuasive techniques to change the opinion of the reader. We then explored these techniques by creating our own cereal boxes. We have also linked this to learning how to use the TEEL approach to improve our persuasive writing skills. We chose the ‘Nude Food’ topic to learn about ways that we can sustain our planet.
As this week has been Reconciliation Week, Grade 4B watched a video on what reconciliation means for Australia and in particular, Indigenous Australians. We decided to design a Reconciliation Footy Guernsey to celebrate Indigenous culture and to incorporate many of the symbols seen in indigenous artwork.
This week in Grade 4C inquiry we have been learning about reconciliation week. We were making aboriginal drawings on our football guernseys for the lesson, for example, footprints, emus and other types of aboriginal symbols.
By Jackie and Mason from 4C.
School Wide Positive Behaviours (SWPBS)
This week 4A discussed how positive behaviours make us feel respected and treating others the way we like to be treated. We made a recipe story about making a bowl of RESPECT.
This week 4B looked at a variety of school wide positive behaviours and came up with recipes that might help us to develop these qualities ourselves. The ingredients are what make Avondale a great place to be and learn.
In 4C, we have been learning about respect. We took a vote and decided that we would do our recipe on Chicken Curry of Respect. 4C had a lot of fun with this secret recipe. We hope you enjoy it!
By Arren P and Zach 4C Pictures by Ali and Olivia
Commemorating ANZAC Day
Students in 4A learnt about why ANZAC Day is a special commemorative day for Australia. Mrs Roach shared her grandfather’s letters about his experiences of being at Gallipoli in World War One. We then researched lots of words to write our diamante poems.
Students in 4B completed a diamante poem which followed the recipe of:
Verb Verb Verb
Noun Noun Noun Noun
Verb Verb Verb
We used information we had gathered through our reading and short videos from the week.
In 4C, we have been learning about ANZAC day! We have been writing Diamante poems. We have also been reading a variety of ANZAC books and writing connections; text to self, text to world, text to text.
By Olivia B and Alexandra M
A Spotlight on Literacy and Numeracy
For writing, Grade 4A have been busy learning about the writing process to publish our own narratives. To reinforce this, students have been focusing on using grammar, such as possessive apostrophes correctly. In numeracy this week we have learnt about rounding large numbers to the nearest 10/100/1000.
Grade 4B has been working feverishly to write, revise, edit and publish a narrative as a major writing task for the term. We carefully followed the Seven Steps to Writing Success procedures and have produced some amazingly imaginative stories, as well as honing our formatting skills on the computer.
In 4C we are learning about measurements. We had to design our dream or future houses. We first sketched our house then we measured the house using centimetres. Then after we used fine liner on the lines we finally coloured it in with all types of colours. They were all so amazing! In 4C we always try our best, we can agree with whoever we work with and in 4C we treat everyone as equals no matter what.
By Olivia B and India L
National Day of Action Against Bullying and Violence
4A connected National Bullying Day with how we can help our Foundation buddies. They visited our big room for the first time and we talked about ways we can make them feel at ease with acts of kindness. Students came up with ideas such as, doing something that they like to do, reading a story that is just right for them, and building something together. Students wrote acts of kindness on a class chain that is now on display in our classroom. We believe kindness will stamp out bullying.
Grade 4B came up with many many kindness statements that we wrote on coloured pieces of paper and made into a long chain. We also had a visit from our Foundation buddies and completed some drawings and sentences about kindness. We celebrated Harmony Day by playing a dice game where each number represented a question about family celebrations. We shared some great answers within our small groups.
4C were so lucky to be able to complete two kindness chains for National Day Against Bullying and Violence. We watched a video about bullying and then made links to paper chains that demonstrated acts of kindness we could put into action at home, at school and online. We then had a visit from our Foundation buddies and made a kindness chain together explaining ways we could be kind to our buddies. It was very exciting having our buddies visit and join us for this special activity. On Harmony Day, 4C used a range of prompts on a dice to facilitate students to share about their families and cultural celebrations. We learn many fascinating things about different cultures and celebrations and also had a discussion about the following quote, ‘In a world where you can be anything, BE KIND’.
Respectful Relationships: Emotional Literacy
In Grade 4B we discussed and brainstormed lots of great emotion words and went through whether some were visual emotions, some were body emotions and some were both. We talked about the importance of reading facial expressions as well as body language. Can you guess the emotions of these students?
In Grade 4C, we have been learning about what causes our emotions to change. We had to make a freeze frame in small groups to show each emotion and then we got to create our own emojis to show an emotion that people can feel. “My emotion was ‘hot’ and people can feel this when they are under the sun,” (Shaylee). “My emotion was shy and people can feel this emotion when they meet someone new and they are nervous,” (Ethan). We do these activities so we can learn how people’s emotions are triggered. “I felt happy when we did the freeze frame because I could show people my emotion,” (Shaylee). “I felt a little frustrated because it was tricky to plan our freeze frame,” (Ethan).
By Ethan H and Shaylee B 4C
Inquiry Learning: Someone Else's Shoes
Grade 4A: We are learning about the habit of listening with empathy and understanding. We have been guided by ‘Listening like a triangle.’
Role playing listening like a brick wall, not moving or speaking, with a blank expressionless face and listening like a mirror, demonstrated to us how it feels not to be understood. We have also been focusing on an important word, independence.
Grade 4B: Our inquiry sessions this week looked at flexible thinking. We discussed all of the amazing thinking, ideas and inventions that people with flexible minds have come up with to help both disabled and able-bodied people achieve amazing things. We watched a video that advertised the 2016 Paralympic Games titled, “The Superhumans,” and realised the song, “Yes I Can!” means with some flexible thinking, humans can do incredible things! We put a page together with the flexible thinking that blew our minds!
Grade 4C: During our Social Justice unit, Grade 4C have started exploring what it is like to walk in someone else’s shoes. Together we watched several stories about a boy named Riley, also known as the ‘Bionic Boy’, who is 13 and was born with cerebral palsy. 4C found out about the everyday things that Riley needed assistance with and the amazing technology that is being developed to help Riley be more in control of simple things, like for example, turning on a light switch. After viewing, students then developed an anchor chart which demonstrated thoughtful and reflective thinking and listening.
Routines for Success
4A have been learning about how our positive behaviours achieve success.
Our class motto supports everything we do in our classroom.
Our class mural is evidence of how we have focused and put in effort by working together collaboratively to achieve success. We are all very proud of our colourful display.
In Grade 4B, one of our learning tasks was looking at our outer self as well as our inner self. We illustrated a poster, halving our face with one half being our physical appearance, whilst the other half looked into our inner self, where we expressed our character traits and the many activities that make us who we are.
4C have been hard workers this week setting up our classroom library. They worked together to sort through all of the books in the classroom into categories that they believed best described them. This involved students discussing genres and authors of their books before matching them up. Once this step was complete, they began organising them into our classroom library and placing a sticky note on each tub. The sticky notes on the tubs demonstrate our first attempt to categorise the books we have while understanding that as our knowledge of genres increases, the sticky notes can change into more permanent labels for our library. This is a work in progress but gives students full ownership of their library and a strong understanding of where things belong.