Perfect patterns

Patterns are abundant in Room 12. Patterns, patterns everywhere - in maths, writing and phonics.

The children have been learning about symmetry. We found out that some objects have symmetry and some don’t. We made butterflies to display how objects need to look the same on both sides to have symmetry.

WALT: follow instructions to design an asymmetrical butterfly

  1.  Put your name on the back of the butterfly and use a drawing pencil to create a design on ½ the butterfly.

  2. Copy the design onto the other side of the butterfly to create a symmetrical pattern.

  3. Colour the design on both sides of the butterfly so the look the same.

  4. Cut out your butterfly carefully and stick onto black paper.

  5. Make your antennae by glueing two small pieces of pipe cleaner onto your butterfly’s head.




In writing Room 12 students have been learning about making patterns with our words. We are learning to write similes (using ‘like’ or ‘as’) to describe something and create a picture in the reader’s mind. We wrote these wonderful snowflake simile poems.

My snowflake is floats like a white feather. It is as soft as a fluffy cloud. My snowflake is white like tissue paper. It is as quiet as a drawing pencil.


My snowflake floats like a cloud. It is as soft as a marshmallow. The snowflake is white like a bunny. It is as quiet as a wizard.


My snowflake floats like a winter boat. It is as soft as a fluffy pillow. A snowflake is white like a cloud. It is as quiet as a library.


My snowflake floats like a minuscule balloon. It is as soft as a very squishy pillow. The snowflake is white like a fluffy pillow. It is as quiet as a pencil standing still.


My snowflake floats like a bubble down on the roof. It is as soft as a white snowball. My snowflake is white like a sheep’s wool. It is as quiet as a sleeping panda.


My snowflake floats like a bubble. It is as soft as a cat’s ear. My snowflake is white like a bunny’s fur. It is as quiet as a tortoise.

Te Ari





Mrs O’Sullivan’s Phonics group this term is learning how to hear, read and write the medial phonemes a,e,i,o,u.

First, we clap & use our robot arms to stretch out CVC words. CVC is an acronym for consonant - vowel - consonant.  These words are easy to segment and blend (or we call it robot). We can use our robot to read and write these words.




Next, we write our CVC words with the middle sound “u” on our whiteboards.


Katelyn and Violet with their lists of robot words, we have been focusing on the middle phoneme “u” 

I like rhyming. (Julian)

I notice they all have a “u” and a “g” sound (Charlie)

They are rhyming words because they look and sound the same. (Violet)

We just change the beginning sound to make them rhyme.” (Hunter)



Then we write words which have the same medial vowel phonemes that are out of the rhyming string e.g. bun, sun, bug, dug, chug, mug, jug, tug, hug, rug, run, bun.  After that we change one phoneme and ask our buddy to read the new word e.g. cut, cat, cot, but, bit

Finally, we write our silly sentence for the day.  We say the sentence as we write it on our whiteboards.  If there are any words we don’t know how to spell/stretch we use our robots to sound them out. After we have written the silly sentence we re-read it to check we have got it right. We know that good writers start their sentence with a capital letter; end it with a full stop; leave finger spaces between our words and form their letters correctly. We understand that taking risks in our learning and making mistakes are all part of learning so we have a go at fixing these on our whiteboard.


Keywords: symmetry, pattern, algebra, simile, middle sounds, blending, segmenting, phonemes, silly sentence, disgraph, robot arms