Learner:Markus P          Learning Coach: Margaret Patrick          Date:7.12.15

Learning Area: Numeracy Narrative Assessment- learning the number system &  ordering

Learning Observed

Markus is growing his knowledge about using a hundred’s board and what happens to numbers as you move along and back a row and when you move up and down a column.  He needs to  know counting numbers from 100 to 1000 now. For this activity he needed to recall that numbers in rows increase or decrease by ones  and that numbers in columns increase and decrease by 10s. He is practicing finding missing numbers greater than 100. He is extending his language at the same time. He has linked the word “row” to the word horizontal and the the word “column” to vertical. He is able to start from a given number and use the rows and columns to help him name the mystery number that needs to be written in the empty space in the grid of the thousand’s book. When he felt confident with this he was given a set of “Place value and ordering cards” with random patterns of parts of a 100’s square. This next step is actually more challenging as he doesn’t have the surrounding numbers in the patterns and has to image the jumps in columns and rows to track his way to the mystery number.

Evidence of learning

Key Competencies/Vision Principles

Markus is is developing his capabilities at growing his knowledge about ordering numbers from 100 to 1000. He is  thinking, while using language symbols and text . He was making  connections with previous knowledge and showing he could recall the patterns of ordering numbers to 100.

Next Learning Steps

be able to recall his learning several days on from this session when he demonstrated that  he could do it. be able to use the blank ‘place value ordering cards’ with a 3 digit number. be able to say the numbers in order requiring him to add on one each time or jump count by adding on 10 without the visual support of the rows and columns in the thousands book.

Continents & Habitats Learning Story

Learner: Brooklyn, Markus and Alex     Date: July 2015

Learning Area: Science                           Learning Coach: DWilkes

Learning Observed

The learners are beginning learning in the area of animal habitats, adaptations and survival needs in preparation for our trip to the zoo.  During the session the learners began to build their scientific language and develop their ability to communicate in science.  In matching the animals to different continents Markus & Alex began to recognise that living things are suited to their particular habitat, Brooklyn really enjoyed this activity.  They can recognise that all living things have certain requirements so they can stay alive.  While learning the continent song, they actively participated and could sign and say the names of all of the continents.  They could also identify them on a world map.  Brooklyn, Alex and Markus can define what the word habitat means and they can state which continent certain animals are found eg. panda in Asia, giraffe in Africa

Evidence of learning

Key Competencies/Vision Principles

The three of them were enthusiastically engaged in all aspects of the lesson participating and contributing while demonstrating strong collaboration with each other. They asked each other for help and didn’t hesitate to check for understanding with other learners or the learning coaches. During the matching activity I observed some good questioning and problem solving strategies. While some of the animals were matched incorrectly to the continents, they persevered to get it correct showing a strong desire to develop their capability in this area. They are able to make connections between what a habitat is to an animal and what a habitat is to humans drawing on new learning and prior knowledge.

Next Learning Steps

more practice matching animals to different continents review saying the names of the continents - use the continent song here reading about animals at home, visiting the zoo website or playing these games http://switchzoo.com/games/habitatgame.htm http://www.abpischools.org.uk/activescience/module2/home.html http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ey/science/animal_h/index.htm http://interactivesites.weebly.com/habitats.html

Learner: Markus                   Learning Coach: Margaret Patrick     Date:  May 2015

Learning Area:  English- Reading Narrative Assessment

Learning Observed

Markus chose the text “Akiko’s Glasses” for his PM Benchmark reading assessment.Markus signs in English word order as he reads. He was able to skim the text but I introduced the character’s name Akiko. He had quick recognition of the high frequency words. He used structure and visual clue strategies to shape his approximations. He inserted words  eg: accept for except, wondered for wandered, grasped instead of gasped, which he paused on efore using these words but didn’t register that they might not fit the story’s context. He was demonstrating his skill at visually matching words and he was also structurally matching words, attending to the endings.  Sometimes his approximations appeared to make sense or fit the story eg “Jack was wondering by himself, instead of Jack was wandering by himself”. He was neglecting to use the context of the story to cross check these approximations. His pace was steady and he was using some intonation. He ran through a full stop on a couple of occasions. His answers to the comprehension questions were formed in phrases this time instead of single words. During the retell Markus would pause and I needed to prompt him to “tell me more”.

Evidence of learning Markus- Reading view his video

Key Competencies/Vision Principles

Makus’ goal in his IEP was to be reading at Level 21 with 75% comprehension and 60% retell using the PM benchmark Reading Assessment and VADEC Formal Retell.  He achieved  this level with 97% reading accuracy, 50% comprehension and 77% for his retell.  He managed to answer 2 out of 3 of the inferential questions which has been a challenging aspect of reading for him. He is beginning to identify the clues that help him make inferences. Due the fact that his retell score was over 75% Markus will working at the instructional Level 22.  He is demonstrating and developing his capabilities in Using Language, Symbols and text.

Next Learning Steps

to cross check his approximations with the context of the story. consistently observe full stops and other punctuation that will make his reading to someone else more enjoyable. continue to develop his inferencing skills. Read at Level 22 or above at his next assessment.

Markus's Writing Narrative assessment- 16.02.15

Learner:  Markus Pakii   Learning Coach: Margaret Patrick     Date: 16th Feb 2015

Learning Area:  English- Writing Narrative Assessment Feb 2015

Learning Observed

Markus enjoyed the closing ceremony for the Deaf Provision at Papatoetoe East Primary School. He decided to use this experience for his writing. He recorded his story in a recount format.He was able to recall the the various parts of a recount using the hamburger model, prior to writing. He discussed this event with me and compiled a “helpful word “ list that arose out of our discussion so he would have them when he started writing.These included  words like; prayer, blessed, assembly, provision and celebration.  He demonstrates that he can use paragraphs. All were all linked to the celebration topic. The SVO sequence is well established and occasionally he uses the conjunction “and”. He can use capitals for proper nouns but will write words with capitals in the middle of sentences. He has used a variety of sentence starters. His use of the  past tense for a recount is inconsistent. The use of “to” and articles “the” or “a” are often missing. Markus is not rereading his writing. He needs to be prompted to self edit. He has used the adjectives, old and happy.His story is sequenced according to the time order of the events that made up the day’s celebration.High frequency words are spelt correctly.

Evidence of learning

Key Competencies/Vision Principles

Markus is writing at Level 1e of the KDEC/VADEC Developmental Writing Matrix (for Deaf Learners). He is demonstrating and developing his  his capabilities in Using Language, Symbols.

Next Learning Steps

Consistently use the past tense when writing a recount. Be mindful of irregular verbs eg sing/sung Edit for capital letters and full stops at beginning and end of sentences.Monitor use of other capitals for proper nouns. Add more detail to his story and share his feelings and reactions to engage the his audience more.. Use wider range of cohesive devices. Introduce using because along with and.

Markus's KDEC Sports Day -Narrative Learning Story 22.03.15

Learner: Markus Pakii    Learning Coach: Margaret Patrick   Date:22nd March, 2015

Learning Area: Health & Physical Education- Maintaining Regular Physical Activity

Learning Observed

Markus participated in the KDEC sports day.He attempted all the events. These included: 100m sprint, long jump, and the vortex throw. Due to the rain the rest of the events were cancelled so he missed out on the discus, shot put and high jump. In the photo he was getting ready for the vortex throw. He was really attentive to the visual starting flags. He was able to move from each event with 61 other Yr 6 students. He managed himself really well throughout the day and made good choices that ensured he participated in all the events on offer. This year he wasn’t a final place getter but in his reflection on arrival back at school he commented about enjoying the vortex throw and he ran 4th in his 100m heat.

Evidence of learning

Key Competencies/Vision Principles

Markus is always keen to join in physical activities. Through regular physical activity he is developing his capability and increasing his level of participation in sporting activities. He needs to build up his self management skills because at times he does silly things to try to impress other students.

Next Learning Steps

Be able to participate in casual team games during  i Break times and follow the agreed upon rules. Participate daily in iActive. Join in team sports activities. Add his name for the soccer 7 a -side next term.