James gets Blown Away!

The Pirate Ship

Learner: James              Learning Coach: Stephanie Hooker          Date: 4 May 2016

Learning Area: iExplore

Learning Observed

Today during iExplore James collaborated and created a pirate ship using Unifix cubes with Jaylen and Darius. James explained the main parts of the ship - flag/canyon/anchor and they included a treasure chest.

Evidence of learning

I wonder what other parts of a ship they know?

Key Competencies/Vision Principles

The boys worked together Collaboratively. Each learner showed skills in Participating and Contributing in order to create their Unifix pirate ship.

Next Learning Steps

How can we modify the pirate ship? Can we make a different type of ship? (ferry/ocean liner/fishing boat) Share learning with home.

iExplore Narrative Assessment - 30 March 2016

Narrative Assessment - Maths - 17 March 2016

Learner:  James                Learning Coach: Megan Croll             Date: 17 March 2016

Learning Area:   Maths

Learning Observed

Today the Learners were learning to add two numbers together by finding the biggest number, then adding on the smallest number.  We tried to work out the problem by imaging the number in our head, then used a number line to check how many jumps we needed to do to find the sum.

Evidence of learning

James was able to identify the biggest number in the problem (6), then rewrite the problem by putting the biggest number first.   James then draw a number line to help solve the problem.

Key Competencies/Vision Principles

James is developing his Capabilities in Maths by learning this addition strategy.  With some support, he was able to work by himself and use equipment correctly to solve a problem (Managing Self and Thinking).  James is able to form his numbers correctly and understands number ordering up to 20 (Using Language, Symbols and Text).

Next Learning Steps

Practise this strategy with addition to 20, then extend to bigger numbers, e.g. 7+22= Teach this strategy to another Learner Share his learning with home

Narrative Assessment - Reading - 17 March 2016

Learner:   James                   Learning Coach:  Megan Croll               Date:  17 March 2016

Learning Area: Literacy - Reading

Learning Observed

Today James completed a PM Benchmark Reading Assessment with me and read a Red Level 4 text.  He held the book correctly and maintained correct one-to-one matching between spoken and printed words.  James answered all the comprehension questions accurately.

Evidence of learning

James scored 84% on word accuracy with 14 errors and 1 self-correction.  He used the pictures to try make sense of the story and the initial letter to sound out unfamiliar words, e.g. comes (cat).   I wonder if he is listening to himself as he reads to make sure what he is reading makes sense.

Key Competencies/Vision Principles

James is developing his Capabilities in Reading and is starting to Think more about what he is reading to ensure that it makes sense.  He is increasing his ability to recognise more high frequency words (Using Language, Symbols and Text) and tries to Connect what he is reading to his own life experiences.

Next Learning Steps

Think about what he has read to check that it makes sense Learn more high frequency words Read to someone everyday at home

Narrative Assessment - iExperience - Term 4, 2015

Learner:  Harman, Ethan and James   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

What else is “trash” that I could create into something “flash”? Ensure I have glued everything down properly and painted all the parts thoroughly. Share learning with home.

Math Narrative Assessment

Learner:  James                   Learning Coach: Mr Hattie              Date: 19 November

Learning Area: Learning Habitat Two - Mathematics

Learning Observed

We have been looking at skip counting in two’s in Mathematics. There has been many ways that we have done this, by using materials to show what skip counting looks like and what it means, by different learning activity sheets, by walking along a numbers bridge and by repetition of saying it. We have been able to successfully say that James can skip count in two’s up to 20. He was so excited that he achieved this. James told me that math is now his favourite subject. He has been working so hard and he is pleased that he is making progress.

Evidence of learning

Key Competencies/Vision Principles

The Key Competency that has been used in this session was “thinking” as he had to think about the process of how to skip count and think about what numbers that he has to skip. “Managing self” as James had to manage himself with the different independent activities that he had to complete. The Vision Principle that was being used was “Capable” as he had to develop his capabilities to learn how to skip count.

Next Learning Steps

James’s next learning steps are: identifying before and after number to 20 instantly recall basic facts to 5.