Learner: Sanad and Riley Learning Coach: Miriam Kamsteeg Date: 25 March 2015
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Learning Area: Literacy - Reading
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Learning Observed
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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.
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Evidence of learning
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Sanad and Riley were able to read their stories very well. I wonder how they would go reading books the next level up?
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Key Competencies/Vision Principles
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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).
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Next Learning Steps
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Tuesday, March 24, 2015
Wednesday, March 18, 2015
Learner: Taj, Zsofia, Sanad and Jessica Learning Coach: Miriam Kamsteeg Date: 19 March 2015
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Learning Area: Literacy - Reading
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Learning Observed
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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.
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Evidence of learning
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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?
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Key Competencies/Vision Principles
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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).
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Next Learning Steps
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