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

Individually assess them with a Magenta book to see if they are ready for Red. Explicit teaching on looking at the words and how to sound them out. Complete the basic sight words assessment.