Lily, Kowhai, Myross Bush School, Year 4-6. Teacher: Kiri Kahukura.

Our writing groups workshop focus was; To craft a story with a specific target audience in mind. Our purpose was to entertain and hold the reader's interest through using a range of language features such as similes, onomatopoeia, alliteration and descriptive language.
We brainstormed suitable topics of interest for year 3 & 4 students and discussed specific types of language that help create pictures in the readers mind.
Students illustrated their books by drawing straight onto the ipad, importing photos of their personal drawings and used the sketch me app.
A graphic organiser helped the students map out where the illustrations and text were to go in their e-books .Our writing groups workshop focus was; To craft a story with a specific target audience in mind. Our purpose was to entertain and hold the reader's interest through using a range of language features such as similes, onomatopoeia, alliteration and descriptive language.
We brainstormed suitable topics of interest for year 3 & 4 students and discussed specific types of language that help create pictures in the readers mind.
Students illustrated their books by drawing straight onto the ipad, importing photos of their personal drawings and used the sketch me app.
A graphic organiser helped the students map out where the illustrations and text were to go in their e-books .

Charlotte, Rimu, Myross Bush School, Year 1-3. Teacher: Kiri Kahukura.

Our writing groups workshop focus was; To craft a story with a specific target audience in mind. Our purpose was to entertain and hold the reader's interest through using a range of language features such as similes, onomatopoeia, alliteration and descriptive language.
We brainstormed suitable topics of interest for year 3 & 4 students and discussed specific types of language that help create pictures in the readers mind.
Students illustrated their books by drawing straight onto the ipad, importing photos of their personal drawings and used the sketch me app.
A graphic organiser helped the students map out where the illustrations and text were to go in their e-books .Our writing groups workshop focus was; To craft a story with a specific target audience in mind. Our purpose was to entertain and hold the reader's interest through using a range of language features such as similes, onomatopoeia, alliteration and descriptive language.
We brainstormed suitable topics of interest for year 3 & 4 students and discussed specific types of language that help create pictures in the readers mind.
Students illustrated their books by drawing straight onto the ipad, importing photos of their personal drawings and used the sketch me app.
A graphic organiser helped the students map out where the illustrations and text were to go in their e-books .

Ingrid, Kowhai, Myross Bush School, Year 4-6. Teacher: Kiri Kahukura.

Our writing groups workshop focus was; To craft a story with a specific target audience in mind. Our purpose was to entertain and hold the reader's interest through using a range of language features such as similes, onomatopoeia, alliteration and descriptive language.
We brainstormed suitable topics of interest for year 3 & 4 students and discussed specific types of language that help create pictures in the readers mind.
Students illustrated their books by drawing straight onto the ipad, importing photos of their personal drawings and used the sketch me app.
A graphic organiser helped the students map out where the illustrations and text were to go in their e-books .Our writing groups workshop focus was; To craft a story with a specific target audience in mind. Our purpose was to entertain and hold the reader's interest through using a range of language features such as similes, onomatopoeia, alliteration and descriptive language.
We brainstormed suitable topics of interest for year 3 & 4 students and discussed specific types of language that help create pictures in the readers mind.
Students illustrated their books by drawing straight onto the ipad, importing photos of their personal drawings and used the sketch me app.
A graphic organiser helped the students map out where the illustrations and text were to go in their e-books .

Our writing groups workshop focus was; To craft a story with a specific target audience in mind. Our purpose was to entertain and hold the reader's interest through using a range of language features such as similes, onomatopoeia, alliteration and descriptive language.
We brainstormed suitable topics of interest for year 3 & 4 students and discussed specific types of language that help create pictures in the readers mind.
Students illustrated their books by drawing straight onto the ipad, importing photos of their personal drawings and used the sketch me app.
A graphic organiser helped the students map out where the illustrations and text were to go in their e-books .Our writing groups workshop focus was; To craft a story with a specific target audience in mind. Our purpose was to entertain and hold the reader's interest through using a range of language features such as similes, onomatopoeia, alliteration and descriptive language.
We brainstormed suitable topics of interest for year 3 & 4 students and discussed specific types of language that help create pictures in the readers mind.
Students illustrated their books by drawing straight onto the ipad, importing photos of their personal drawings and used the sketch me app.
A graphic organiser helped the students map out where the illustrations and text were to go in their e-books .

Sophie, Kowhai, Myross Bush School, Year 4-6. Teacher: Kiri Kahukura.

Our writing groups workshop focus was; To craft a story with a specific target audience in mind. Our purpose was to entertain and hold the reader's interest through using a range of language features such as similes, onomatopoeia, alliteration and descriptive language.
We brainstormed suitable topics of interest for year 3 & 4 students and discussed specific types of language that help create pictures in the readers mind.
Students illustrated their books by drawing straight onto the ipad, importing photos of their personal drawings and used the sketch me app.
A graphic organiser helped the students map out where the illustrations and text were to go in their e-books .Our writing groups workshop focus was; To craft a story with a specific target audience in mind. Our purpose was to entertain and hold the reader's interest through using a range of language features such as similes, onomatopoeia, alliteration and descriptive language.
We brainstormed suitable topics of interest for year 3 & 4 students and discussed specific types of language that help create pictures in the readers mind.
Students illustrated their books by drawing straight onto the ipad, importing photos of their personal drawings and used the sketch me app.
A graphic organiser helped the students map out where the illustrations and text were to go in their e-books .

This writing task was based on the book " The day The Crayons Quit."
The learning intentions were based around stating a claim, giving examples and then restating or introducing a new story line.
We used solo taxonomy to plan our writing use a describe ++ learning map.
The theme of creativity was to be included in the story line.
Create visuals and add use of additional apps where appropriate to publish using book creator appWe watched a you tube clip of the original story and using educannon paused at different spots to look at the writing structure using solo taxonomy as our guide. We looked at how the writer moved from relational to extended abstract level. Next we used colour station to record connections with colours we could use in our writing before then using a describe ++ planner to storyboard out our ideas. We looked at using text, sound clips,chatter pix and tellagami in our E Books. We used tutorials on book creator to identify features we could include to make our story interactive.These two girls made excellent use of chatterpix throughout their story.

Hailey, Minds Alive, Southland Girls' High School, Year 7&8

This writing task was based on the book " The day The Crayons Quit."
The learning intentions were based around stating a claim, giving examples and then restating or introducing a new story line.
We used solo taxonomy to plan our writing use a describe ++ learning map.
The theme of creativity was to be included in the story line.
Create visuals and add use of additional apps where appropriate to publish using book creator app.

We watched a you tube clip of the original story and using educnnon paused at different spots to look at the writing structure using solo taxonomy as our guide. We looked at how the writer moved from relational to extended abstract level. Next we used colour station to record connections with colours we could use in our writing before then using a describe ++ planner to storyboard out our ideas. We looked at using text, sound clips,chatter pix and tellagami in our E Books

Courtney, 7NA, Southland Girls' High School, Year 7&8

HMB Minpins, Halfmoon Bay School, Year 1-3

This was a book borrowed from the National Library in term two - the Minpins class really loved this book so they were challenged to draw one of the animals from the story using chalk pastels. Aims for the artworks included using the whole piece of paper, copying carefully from an actual picture of their chosen animal, using correct colouring for their animal and smudging the pastels for effect. The students also wrote in the style of the story a caption to go with their picture to retell the story in their own words.

The students used Google images to find a picture of their chosen animal to carefully copy. Once their pictures were complete the teacher cut them out. The students helped with photographing each picture and using instant alpha to 'cut them out'. The background was made by the teacher but all captions were typed in and font colours chosen by the students.