Contractions

A contraction is a shortened form of one or two words (one of which is usually a verb). In a contraction, an apostrophe takes the place of the missing letter or letters. Some contractions are: I’m (I am), can’t (cannot), how’s (how is), and Ma’am (Madam).

For example, “don’t” is a contraction that is short for “do not”; the apostrophe in “don’t” takes the place of the missing “o”. Another example is “o’clock,” a contraction “of the clock.” A less common example of a contraction is “jack-o’-lantern,” short for “jack-of-lantern”; in it, the apostrophe takes the place of the missing “f” in “of.”

Reference:http://www.enchantedlearning.com/grammar/contractions/

 

On your blog, make a post about contractions. Include a definition, some examples and reference your work. You can work with a partner if you like.

Homophones

A homophone is a word that is pronounced the same as another word but differs in meaning, and may differ in spelling.

For example:

rose (flower) and rose (past tense of “rise”)

caret and carrot

fair and fare

pear and pair

On your blog, make a post about homophones and list some examples. Have fun!

 

BtN – Space Rock

Watch the following BtN video and answer the following questions on lined paper. Remember to answer in full sentences and use your best spelling and punctuation.

http://www.abc.net.au/btn/story/s3693796.htm

Questions
1. A meteor recently exploded above what country?
2. Describe the damage that was caused by the meteor.
3. The force of the meteor that recently exploded was 20 times bigger than an ________ bomb.
4. How are asteroids, meteoroids and comets different?
5. What are meteoroids and asteroids generally made from?
6. Between what two planets would you normally find asteroids?
a. Mars and Jupiter
b. Earth and Mars
c. Saturn and Uranus
7. When a meteoroid enters the Earth’s atmosphere it’s called a _____________.
8. How are meteorites valuable to scientists?
9. Many scientists believe that a major collision between asteroids and the Earth 66 million years ago contributed to the extinction of what species?
10. What was surprising about this story?

BtN – Space Suit

Watch the following BtN video and answer the following questions as a comment to this post. Remember to answer in full sentences and use your best spelling and punctuation. Good luck :)

http://www.abc.net.au/btn/story/s2857386.htm

1. Write a short summary of this BtN story.

2. What are some of the disadvantages of the space suits being used at the moment?

3. How is the Biosuit different to the older ones?

4. How does the body change in the weightlessness of space?

5. On a mission to Mars that takes about two and a half years, you would come back with the hip bones of a __________.

6. How does osteoporosis affect bones?

7. How does the suit help prevent it?

8. The pretend spaceship shown in the BtN story is called the ___________.

9. Illustrate an aspect of the BtN story in your reading book.

10. What do you understand more clearly since watching Space suit story?

GRA: Fish – Week 3

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IN CLASS THIS WEEK, WE WILL CONTINUE TO READ FISH BY L.S. MATTHEWS.
TO STAY TUNED IN WITH OUR LITERATURE CIRCLES ROLES, EACH WEEK, YOU WILL COMPLETE A ROLE BASED ON THE CHAPTERS WE HAVE READ DURING CLASS. THIS WEEK, WE ARE FOCUSING ON CONNECTOR.

Click here for a copy of Fish – Chapter 4

A REMINDER OF THE ROLE IS STATED BELOW:

Your role is to find connections between the text in the following three ways –

Text to text: Text to text connections are when we compare the text we are reading to other similar texts. These texts could be books, movies or a TV show.

Text to self: Text to self connections are when we connect the text to our own experiences.

Text to world: Text to world connections are when what we are reading links to what is happening in the world.

Use the Pages document below to complete the activity. Feel free to add more rows if you need them :)

Making Connections

Census @ School Data

Today we will be looking at data and then graphing it on Numbers. We will be learning about what graphs are appropriate to use for different data sets.

1. Your task is to visit the following website  Census @ School

2. Look at Table 1: Eye colour. Enter this data onto Numbers and use it to create a graph you think is appropriate. Explain why you chose that particular graph and why you think it best displays this data.

3. Look at Table 11: Method of travel to school by state. Enter the data for Victoria onto Numbers and use it to create a graph you think is appropriate. Explain why you chose that particular graph and why you think it best displays this data.

4. Pick any other set of data from another table on this website. Enter it onto Numbers, graph it and explain why you chose that particular graph and why you think it best displays this data.

Website to help you figure out which graph to use: http://www.bbc.co.uk/bitesize/ks3/maths/handling_data/representing_data/revision/8/

Comparing Graphs

Below I have created a number of graphs using the same data. The data used was how many points a football team scored in the first 6 weeks of the season.

When we collect data we need to make careful choices about to represent it and which graphs are appropriate to use.

Your task is to look at the graphs below and give reasons why particular graphs might or might not be helpful to answer a question about this data set. Good luck :)

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Screen Shot 2015-10-12 at 2.39.29 pm

Global Read Aloud – Week 2

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In class this week, we will continue to read Fish by L.S. Matthews.
To stay tuned in with our Literature Circles roles, each week, you will complete a role based on the chapters we have read during class. This week, we are focusing on Literary Luminary.
On the server,  you will find chapter 2. Read chapter 2 on your iPad and complete the Literary Luminary role.  A reminder of the role is stated below:

Your role is to locate a few special sections of the

text that you think your group would like to hear

read aloud.

The idea is to help people

remember some of the sections of the text that

might be interesting, powerful, funny, puzzling or

important.

1. Choose a passage from chapter 2, to share.

2. Justify why you chose that passage.

Possible reasons for choosing a passage to share:

  • well written
  • confusing
  • interesting
  • surprising
  • important to the text

Don’t forget to give examples from the text!

Once you have completed the above activity in your Reading book, share your work with another member of your reading group.