Stage 2 RFF Groups – And the Band Played Waltzing Matilda

WALT: Make connections to a text by using research skills.

TIB: Using research skills we can begin to understand part of our Australian history and this will help us understand the text more deeply.




What are some connections you are finding while we are reading this story? Remember ask yourselves:
Text-to-self – What does this text remind me of from my own life?
Text-to-text – What other text does this story remind me of?
Text-to-world – What events in the world does this text remind me of?



In pairs research Slouch hats and the Australian Army on the

Australian War Memorial Website.

  1. What is it made from?
  2. Why was this style selected?
  3. Describe the crown and the brim. Which side is or was it turned up and why?
  4. What else was attached to it? Describe the embellishments.
  5. Complete a timeline of five significate moments in the slouch hat’s history based on the information you find.

We will share your findings with the class at the end of the lesson.

Research task is to be handed up at the end of the lesson.


  • Working together in pairs

  • Completed research task

  • A prediction about the text

  • At least one connection about the text


Record at least 3 facts about WWI Uniforms from this website:



Create an artwork using crayons/pastels that reflects your understanding of this book.

Year 5 PBL update 1


So far 5T and 5J have learnt to use new webtools such as madmagz. Madmagz is very helpful in many ways because it organises and places everything in order for your magazine like putting in a cover, articles and much more.

We all have a shared document for booking an interview with one of the teachers for learning more about  google apps,  iMovie and blogging etc.

PBL- Project Based LearningPBL5


Our Driving Question


Yousif and I enjoy using and learning about different webtools to communicate with our peers and the community.

By: Jana and Yousif


Year 5 have are working on a Project Based Learning activity to help improve communication with peers, parents and the wider community.

First we had to plan what we were going to do. People worked in teams and the came up with different ideas to communicate. Some of the ideas were: using drones, technology glasses, school magazines and Youtube  and School TV channels.

We collaborated with all the ideas and put it to the vote for the best, most realistic ideas.

The most popular ideas were to create a School Magazine and include a Youtube channel.


Experiment News Reports!


Does it float or sink?

From your experiment earlier this week you have demonstrated why some things sink and some things float. You know this is because of the density.

WALT: report the results of an experiment

TIB: Good scientists can report clearly and accurately about an experiment they conduct


You are going to use an app called TELESTORY to report your results….just like a real news reporter.



3/4R Why did our boats float, then sink?

Last week, we tested whether our boats floated or sank. All of them floated for at least one minute with no ‘passengers’ (marbles) in them. We then put marbles in the boats to see how many ‘passengers’ they could hold. All boats held between 24 and 97 marbles before they sank, well done!

Testing boats

We now need to think about why they floated and then why they sank, using the knowledge we have learnt so far. What do you think?

WALT: use an online design program to create a poster on why your boat floated.

TIB: good communicators use a range of programs to communicate their message.


  • access the Canva website
  • ‘Log in’ using your email address and password (email =
  • Select ‘Create a design’ and then the ‘Poster’ option
  • Create a poster to explain why your boat floated when it had no marbles in it. Remember to use the scientific concepts we have learnt about this term.
  • When your poster is finished, select ‘Download’ in the top right corner of the screen and then select ‘PDF: standard’
  • Your poster will download. Open it and then save it in our folder in the Collaboration drive.
  • ‘Sign out’ by clicking the face on the top right of the screen

3/4 EH Sink or Float?

Using Popplet to share what we know!


Effectively use web tools to record your scientific predictions.


Record your scientific predictions using popplet

Explain What is density?

Task Sink or float

  • View the YouTube link


  • Open a new web browser and search ‘Popplet’


  • Create two headings titled sink and float
  • Your task is to list objects you think will sink and list objects you think will float. Highlight objects you wish to experiment with in class later this week.
  • Take a screen shot by pressing prt sc (print screen) on the key board.
  • Open a Word Document
  • Paste the image
  • Explain What is density?
  • Save the work document under your name in the 3/4 EH science folder

3/4R discover a new webtool!

Today you are going to learn how to use a new webtool.


Canva is an online graphic design website where you can design documents including posters, advertisements, invitations … the possibilities are endless!

WALT: access and use an online design program.

TIB: good communicators can use a range of programs to communicate their message.


  • Access the Canva website
  • Click “Sign up with Email”
  • Type your details as follows:
  • For the question “What would you like to use Canva for?” answer “Education”
  • Watch the tutorial on how you can use Canva
  • Start exploring Canva by selecting from the options on the left-hand side
  • Discuss with your EEKK partner what you could use Canva for
  • “Sign out” by clicking the face on the top right of the screen

Our buddies from Wellington Primary School, England


2K has been emailing 3HLO, from Wellington Primary School, England this term. 3HLO is a multicultural class of 16 boys and 13 girls, who live in Bradford, West Yorkshire, England.

Each of us has our own buddy who we email each week. We have been sharing information about our school, friends and family. Also, we share interesting things we do each week and teach each other new things. This week our buddies taught us how to CC friends into an email and we taught them how to attach photos. On display in our classroom, we have our buddies’ photos along with a description for all our visitors to see.

We love hearing from them each week! We hope to one day meet them face to face 

2K =)

012 013 010 Capture


5J’s Literacy Big Buddies!

A trial literacy buddy program has arrived at GPS and 5J took the opportunity to become “Little Buddy’s” to a corporate company known as Cuscal. The program consists of sending 2 screened letters per term (similar to the ‘penpal’ system) to professionals within the workforce. Students plan, draft and publish their letters in accordance with their classes writing cycle, drawing upon critical thinking, varied language and creativity.

Their letters include:
* Deeper level questions for their buddies. For example- What are the most important things to you and why?
* Information about who they are.
* Personal touches such as pictures and drawings, individual interests and favourite things.

They were very surprised at how much they had in common with their “Big Buddy’s” and look forward to continuing their communication throughout the year.

Pallavi’s Reconciliation Week Writing Challenge.

Never Was, Always Will Be

It’s finally the big day. I am the first Aboriginal and Torres Strait Islander person to get to vote in the ballot. I’m so happy that my family, friends and I get to have a say after such a long time. There has been such a big change in our society now everyone is diverse because of our ever-changing government. This is closing the gap between Indigenous and Non-Indigenous people.

My family and I are so happy we are trying to calm down before we leave to vote. My brother Tom shouts out, “Hip Hip Horayyy!” Mum gets everyone into the car to go to Parliament. I get to do the honours for my Indigenous people. Our votes will count this time.

We have finally reached Parliament. Mum gets me set up and fixes my tie. Oh no! Max is here with a slushy. I’ll tell you why it’s a bad thing. One day I was playing peacefully and Max, my classmate, comes along with a slushy and purposely spills it all over me.

See why I am afraid of him. Max is a BIG, TERRIFING, MEAN BULLY. All he does all day is ruin peoples effort and time. Why… Why … Why is this happening to me right now? Max is jealous I can tell from his scrunched up face. He comes up to me looking pretty angry with that purple, red slushy. ‘SPLAT ’. That slushy is all over my no longer white shirt. I tell mum we need to get home right away and meanwhile I told dad to hold off the election.

I jump into the car, and tell mum to drive full speed ahead! Did mum listen to me? NO! Why? It’s because she always has to drive the perfect speed on the road. We finally reach home and I quickly rush off to change my shirt. Meanwhile there was a call from the Press Adviser of the Prime Minster asking where I am. WH … WH… WHAT A PHONE CALL FROM THE PRESS ADVISOR ASKING WHERE I AM. It’s nobody else the prime minister is looking for it’s me she’s looking for. OH DARN! I’M IN TROUBLE!

I quickly take my shirt off so mum can wash it right away. I check my wardrobe to find a white shirt. I’m lucky I found one of my white sophisticated shirts. In a flash of a light we are back in the car all ready to go back to Parliament. Again, I told mum to go full speed ahead, did she listen? Yesss! Finally mum will rush to get our vote. I’m just sitting down and enjoying the ride.

I get there and there’s a red carpet so I can walk up to vote. Before I can have my vote the Prime Minister Pallavi Kamoda gives a few words. I get introduced. It’s time. I take my vote. This is just the beginning of a new chapter.

What is the key message?

Stage 2 RFF groups are working on discovering the key message from a text.

What is the message from this story?

WALT: infer hidden messages (Connecting, Predicting, Monitoring)

TIB: Good Readers can use a range of strategies to help them to understand all possible meanings of events in a text.

  • Read the text with a partner: The lion and the Mouse

lion and mouse

  • Identify at least 3 important parts to the text and explain how you know
  1.  specific vocabulary
  2. stage directions
  3. tone of voice/attitude

34EH Reading Group Task


This week your Reading Group task is to retell a traditional story.

WALT: summarise

TIB: Good readers can summarise the main events in a story in a few sentences to explain to others.


  • Watch video from Dreaming Stories
  • Retell main events to a partner
  • Use popplet to summarise the story – Beginning, middle, end
  • Take a screen shot

Week 6 Stage 2 RFF group task

We continue to learn about comprehension skills every time we read.

Today we will be looking at: PREDICTING & SUMMARISING

text rff

What do you predict this text will be about?

Read the text

Summarise the main events in the text using no more than 3 sentences to describe what happens.


  • write one predicting sentence about the text 
  • justify your opinion

I think that …………will happen in the text. I think this because……..

I predict that this text will……..because……..

  • write a short summary of the text
  • include no more than 3 sentences.
  • read your summary to a partner

iPad tasks: Inference Ace / Inference Clues

3/4R Did it float or sink?

Floating and Sinking title image

Last week, we tested whether these objects floated or sank when put in water. Today, you will be looking at your results and thinking about why objects either sink or float.

WALT: analyse collected data and suggest explanations (reasons) for your results.

TIB: it is important to explain and justify our thoughts so others can consider our ideas as important and relevant.


  • create a new popplet
  • include a title – Did it float or sink? Include your name under the title.
  • answer the 6 questions using a new popple for each. For example: 1 = 5 of my predictions were correct.
  • save your popplet using the snipping tool
  • ‘save as’ to the collaboration drive


  1. How many of your predictions were correct?
  2. Did your predictions get better or stay the same?
  3. Did anything surprise you?
  4. Look at the objects that sank. Describe them. Do they have anything in common with one another?
  5. Look at the objects that floated. Describe them. Do they have anything in common with one another?
  6. Based on your results, why do you think some things float and some sink?

Stage 2 RFF group Tuesday Task

Black Terror

Looking at this cover what do you predict the text will be about?

WALT: infer and summarise

TIB: Good readers use many strategies automatically to help them to comprehend texts.


  • Listen to the story and read along.
  • Answer some questions about the story
  • Write a short summary. No more than 3 sentences.
  • Read your summary to a partner

3/4R reading groups task


WALT: practice our predicting skills on a text.

TIB: good readers know a variety of comprehension strategies to help them understand a text.


  • create a new Popplet
  • include the title of the book
  • organise your predictions as a ‘predict-o-gram’ (words you think will appear in the text, characters, setting, problem, resolution, other) using different Popplet features

What new skills have you developed this week?

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