Learner: Sanad Learning Coach: Mr Hattie Date: 15 December 2015
|
Learning Area: Learning Habitat Two - iExplore
|
Learning Observed
|
This term Sanad has been working on an upcycle project. He decided that he and a buddy would like to make a hanging display using an old gate. Sanad got the idea from a picture on the internet while he was researching. When discussing it with the Learning Coach we decided that he would use the display to display the process the Upcycling Group went through. Sanad and his buddy had to source the gate. Then wash it so that it was ready to paint. He than spray painted it and made the sign. Once that was finished he than had to work with the learning coach to put on the planning. He was very excited and worked really hard to complete this task.
|
Evidence of learning
|
Sanad painting his sign
|
Key Competencies/Vision Principles
|
The Key Competencies that were being used were “Thinking” as Sanad had to think about what he could create out of the gate. He had to think about how to research and create it. “Relating to others” were being used as he had to work with a buddy and ensure that he got photos of the other groups projects. The Vision Principles that were being used were “Capable” has Sanad used his capabilities to create his project.
|
Next Learning Steps
|
Sanad’s next learning steps are:
|
Monday, December 14, 2015
iExplore Upcycle Narrative Assessment
Monday, December 7, 2015
Narrative Assessment - iExperience - Term 4, 2015
Learner: Suri and Sanad Learning Coach: Miriam Kamsteeg Date: Weeks 7-10, Term 4, 2015
|
Learning Area: iExperience
|
Learning Observed
|
This iExperience involved turning “Trash” into something “Flash”. They started with a piece of cardboard and had to create a photo frame to for their superhero photo. We had lots of scraps of cardboard, cellophane, tissue paper, wool and fabric bits for the Learners to use to create this.
|
Evidence of learning
|
They have used “trash” to create this frame. Isn’t it starting to look flash!
|
Key Competencies/Vision Principles
|
They are developing their CURIOSITY by thinking about what scraps would be good to cut up to put on their frame (THINKING). They had to work by themselves and ensure that they got everything finished in time (MANAGING SELF).
|
Next Learning Steps
|
|
Wednesday, October 14, 2015
Math Narrative Assessment
Learner: Sanad Learning Coach: Mr Hattie Date: 15 October 2015
|
Learning Area: Learning Habitat Two - Mathematics
|
Learning Observed
|
This term in Habitat Two we are retesting the learners to see the change in capabilities. For this assessment we were looking at their knowledge. When I tested Sanad last term he was struggling on the addition and subtraction, and the skip counting. This was something that we focused on throughout term 3. Now he is able to do it instantly. This shows that it is knowledge and how hard Sanad has worked over the term. He was very excited when I told him that he had moved up to the next level.
|
Evidence of learning
|
Here is the results of Sanad’s test.
|
Key Competencies/Vision Principles
|
Sanad is developing his capabilities in mathematics. Understanding symbols and language is being used as the difference between the + and - symbol was confusing him at first. Thinking is being used as he had to think very hard about the different symbols when practicing.
|
Next Learning Steps
|
Sanad’s next learning steps are:
|
Tuesday, August 25, 2015
Monday, July 27, 2015
Mathematic's Narrative Assessment
Learner: Simeon, Ethan, Jeffa, Louis and Sanad Learning Coach: Mr Hattie Date: 28 July 2015
|
Learning Area: Learning Habitat 2 - Numeracy
|
Learning Observed
|
Our aim in Mathematics for this lesson was to say the number that either come before or after the number on the dice. The trick was before the group could tell me the answer they had to check their learning with a buddy. This was getting the learners into the habitat of peer checking and checking their own work. This will allow them to ensure that they are not making careless mistakes in the working. Also it give them a chance to help each other out when they are struggling. When we were doing this activity Simeon was making sure that he always explained his reason why he gave that answer. Ethan and Louis were on the same page in terms of his answers but wanted to get Jeffa involved and kept asking him what he thought. Sanad was a bit shy to start with but when he started to explain his thoughts to Simeon he opened up and got really excited when he got the same answer as Simeon.
|
Evidence of learning
|
  |
Key Competencies/Vision Principles
|
The Key Competencies that were being used in this lesson was “relating to other” as they had to be respectful of others opinion and take turns to explain their reason. Also if someone got the wrong answer they had to explain to them why the answer was wrong and not just tell them that they are wrong. Collaboration was being used in this task as they had to work together to answer the question. It was a competition and to get the points they all had to agree.
|
Next Learning Steps
|
The group’s next learning steps are to:
|
Saturday, July 25, 2015
Tuesday, July 21, 2015
Narrative Assessment - Literacy - 21 July 2015
Learner: Sanad Learning Coach: Miriam Kamsteeg Date: 21 July 2015
|
Learning Area: Literacy - Writing
|
Learning Observed
|
Today I for writing I modelled a story. The Learners helped me find the words on the table tent first “I went to the…”. The last word was “supermarket”. We worked together to record down as many sounds as we could. We wrote “spmkt”. The Learners then had to write their own story of where they went.
Sanad decided that he wanted to write “I went to my house”. He was unsure as to how to begin. I asked him if he could see the word “I” on the table tent. He said he could and wrote it down. Then we looked for the word “went”. He was able to write “to” all by himself. He then wrote “me” for “my”. He they asked for help on “house”. I asked him what sounds he could hear and he wrote them down.
|
Evidence of learning
|
Sanad is starting to record down beginning, middle and end sounds of tricky words. I wonder if he practises writing at home?
|
Key Competencies/Vision Principles
|
Sanad developing his Capabilities in Writing. He is starting to be able to record down words and letters independently (Managing Self). Sanad had decided what he wanted to write about before he started (Thinking). He is beginning to write stories (Using Language, Symbols and Texts).
|
Next Learning Steps
|
|
Thursday, July 2, 2015
Narrative Assessment T2 - Math
Learner: Sanad Learning Coach: Abby Morgan Date: 30 June 2015
|
Learning Area: Math
|
Learning Observed
|
During math Sanad was collaborating with another learner to create numbers to 20 by using both sets of 10 fingers. He was able to create 17, 15, 13, 12, and 18. I noticed how quickly Sanad was able to accurately solve the problems and the support he was providing to his partner. After we had finished as a group I asked him some different questions. Sanad was able to tell me the 10 partners to 20 (10 and 1, 10 and 4, 10 and 6 etc.) without using materials (fingers).
|
Evidence of learning
|
Sanad was able to tell me without materials the ways we
could create numbers together to 20.
|
Key Competencies/Vision Principles
|
Sanad was using the school vision principles of capable during his learning time. He was extending his known and developing math capabilities. As Sanad learnt he was using the Key Competencies of thinking and using language, symbols, and texts. He used his thinking skills to solve addition problems and use correct mathematical language to express his ideas.
|
Next Learning Steps
|
|
Tuesday, June 23, 2015
Sunday, May 31, 2015
Narrative Assessment - Writing
Learner: Sanad Learning Coach: Abby Morgan Date: 19 May 2015
|
Learning Area: Literacy - Writing
|
Learning Observed
|
As part of developing learners ability to write we are learning the shapes and symbols of the Casey the Caterpillar programme. As part of the programme the learners focus on developing their fine motor control and work towards accurate shape formation and position. As we have progressed with this learning Sanad has developed his fine motor skills and pen grip. He is able to identify the Casey shapes we have already completed and can provide sound justifications for choosing his best symbol.
|
Evidence of learning
|
Great formation and shape of tall stick Sanad.
|
Key Competencies/Vision Principles
|
As Sanad has progressed through the Casey the Caterpillar programme he has displayed the vision principles of being Capable. He has shown his ability to attend to a task and develop his knowledge and skills. Sanad has also shown his ability to Manage Self, Think, and Use Language, Symbols and Texts as identified in the Key Competencies. During the writing workshops Sanad is focused and puts care and effort into his learning (Managing self). He applies known skills with unknown (thinking) and is developing his ability to use written language.
|
Next Learning Steps
|
|
Tuesday, March 24, 2015
Learner: Sanad and Riley Learning Coach: Miriam Kamsteeg Date: 25 March 2015
|
Learning Area: Literacy - Reading
|
Learning Observed
|
Sanad and Riley were working in the same reading group today. I showed the word “the” on a whiteboard and asked if anyone knew what word it was. Sanad straight away said “the”, and Riley echoed after him “the”. They were both able to point to the word on the table tent card. Sanad and Riley were able to search on the back page of their story where there was a word list to find the word “the” as well. I then wrote the word “is”. Riley was able to instantly recognise the word and tell me. Sanad also was able to recognise “is” as well. They both found “is” at the back of their books as well. Everyone then opened their books to their first page. Riley turned to Taj, who was next to him, and said “banana” as Taj had a picture of a banana in his book. Sanad was able to look at the picture and without prompting read “I am a mouse”. Riley too was able to look at his picture and without prompting read “I can see you, tiger”. Sanad said to Riley “tiger starts with a “t”, t, t, t”. Sanad then turned the page, looked at the picture and read “I am a parrot”. I pointed to the word “bird” and said “b, b, b”. Sanad said “bird. I am a bird”. Riley looked at the picture then said “I can see you, bird”. They then both read the next page wordperfect.
|
Evidence of learning
|
Sanad and Riley were able to read their stories very well. I wonder how they would go reading books the next level up?
|
Key Competencies/Vision Principles
|
Both Riley and Sanad understand the basics of Concepts about Print (recognising the front, back of books, what a word and a letter are etc). They have shown that they are looking at the pictures to use the picture cues before reading the text (Thinking). They are developing their Capabilities in Reading by learning their basic sight words. Both are using their letter and sound knowledge to read the words (Using Language, Symbols and Text).
|
Next Learning Steps
|
|
Wednesday, March 18, 2015
Learner: Taj, Zsofia, Sanad and Jessica Learning Coach: Miriam Kamsteeg Date: 19 March 2015
|
Learning Area: Literacy - Reading
|
Learning Observed
|
During Reading as a group we looked at the basic words we already knew. I wrote the word “I” on a small whiteboard. Taj, Zofia and Sanad were instantly able to recognise the word. We all then read the word off the board. After we had looked at some more basic words we all started to read our books. Taj, Zsofia, Sanad and Jessica were able to put their finger under the first word straight away. Taj, Zsofia and Sanad recognised that they had “I” as the first word in their story. Jessica, Taj and Zsofia read their first sentences along with me, pointing to the words. Sanad was able to use his picture cues to read his first sentence, “I am a goat”. Zsofia and Sanad looked at their next page and were able to work out the “tricky” word by using the picture cues (monster and flag). All then read the rest of their books to themselves.
|
Evidence of learning
|
This group was learning to put their fingers underneath the words as they were reading. I wonder if they remember to do this at home when reading?
|
Key Competencies/Vision Principles
|
These Learners have completed a Letter Identification Assessment just after they started at Ormiston Taj (17), Zsofia (0), Jessica (24) and Sanad (42). They have all showing that they are being Curious about their books by looking at the pictures to help them understand the words. The Learners are developing their Capabilities in Reading (Using Language, Symbols and Texts). The Learners are also starting to make connections between basic sight words they know and what is printed in their books (Thinking).
|
Next Learning Steps
|
|
Subscribe to:
Comments (Atom)