Zsofia reads Turquoise

Learner: Zsofia	Date: 6 November, 2017
Learning Area: English Reading Level One identifies the purposes of simple texts evaluates the usefulness of simple texts is developing the ability to think critically about texts begins to monitor, self-evaluate, and describe progress.	Learning Coach: P.L
Learning Observed
In Literacy for reading, we have been learning to think about the author’s point of view and to find proof in the text to support our answers. The Turquoise group are learning to demand meaning from the text that they read and begin to make inferences.  Zsofia has been learning to use the text to find the sentence that she thinks best shows the picture. During our discussions, learners are expected to share and listen to others. Learners can debate amongst each other to decide which sentence best shows the picture in the text.
Evidence of Learning
Key Competencies
Thinking, Relating to others, Managing Self, Participating and Contributing and Using Language, Symbols and Texts
Next Steps
Continue to practice your reading at home Continue working on your Bug Club

Zsofia reads Dad's Hat

Learner: Zsofia

Date: 11.04.17

Learning Area: LH1

Learning Coach: Priscilla Lavakula

NZ Curriculum Achievement Objectives

English Level One
Associate sounds with letter clusters as well as with individual letters
Make meaning of texts by identifying ideas in some texts

English Level Two
Thinks critically about texts with some confidence

Learning Observed:

Zsofia has been learning making sense of what she reads, when she reads out loud. She is able to use the pictures in the story to help her read simple texts.
As a group, we have been learning to think about what makes sense and use word attack skills to help sound out tricky words. We have been looking at blends, word endings, and word clusters to help us.

Key Competencies/ Vision Principles:

Zsofia shows capability by using what she has learned in word attack to sound out tricky words. She has been also thinking carefully about what makes sense and using the pictures to help her. Zsofia is being collaborative by reading as a group and helping others when necessary. She is making connections from her learning to the texts she reads.

Next Learning Steps:
Continue reading at home and retelling the story again.
Carry on with your bug club at home.

Diamante Poem - Giraffes - Narrative Assessment

Learner:  Zsofia      Learning Coach: M Lennon - LH2      Date:   23 November 2016

Learning Area:  Literacy - Poems

NZC Achievement Objective:  English; Speaking, Writing, Presenting:  Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

Giraffes

giraffes

tall, slow

eating, walking, licking

neck, spots, tail, horns

running, licking, drinking

spotty, long

Giraffes

Learning Observed

Zsofia has been learning to write Diamante Poems themed around her recent visit to Auckland Zoo. Firstly, Zsofia had to brainstorm different nouns, adjectives and verbs about giraffes.  Then she had to choose which ones she would use to make her poem make sense. Zsofia was given a template structure to follow, which listed the order in which her nouns, adjectives and verbs needed to be.  She was able to follow the structure independently to produce the above poem.

Key Competencies/Vision Principles

During this learning, Zsofia demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding the different parts of speech have different purposes. Curious - asking questions and seeking new vocabulary. Thinking  - able to brainstorm and find words relevant to the topic.

Next Learning Steps

Teach others how to write a diamante poem. Begin thinking about opposite words for an antonym diamante poem.

Word Work Narrative Assessment - 17 August 2016

Learner:  Zsofia      Learning Coach: Michelle Lennon - LH2    Date:   17 August 2016

Learning Area:  Literacy - Word Work

NZC Achievement Objective:  Use language features, showing some recognition of their effects.  Indicator:  Spells some high-frequency words correctly and begins to use some common spelling patterns.

Learning Observed

During iDevelop Zsofia has been working on being able to read, write and spell her high frequency words. Zsofia has been reading a range of stories that spark her interests.  From these stories she has been finding the words that appear most often and then spelling them using whiteboards and pipe cleaners. Initially, to spell her high frequency words, Zsofia was having to copy the words from cards, or from her book, however she quickly became confident enough to begin spelling words from memory.

Evidence of learning

Here Zsofia has been practising her spelling and made the words ‘help’, ‘go’, ‘she’, ‘to’, ‘the’.

Key Competencies/Vision Principles

During this learning, Zsofia demonstrated that she was: Connected - actively taking part in learning activities. Capable - understanding that spelling gets easier the more you try. Curious - attempting the spelling of words without aides. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Notice when letters are backwards and begin self-correcting. Transfer word work and spelling into daily writing. Play games like I-Spy that help identify high frequency words in other texts.

Narrative Assessment - Literacy - 15 Oct 2015

Learner: Zsofia        Learning Coach: Miriam Kamsteeg             Date: 15 Oct 2015

Learning Area: Literacy - Writing

Learning Observed

Zsofia was writing with me today. She started to write her story “I went to McDonalds”. She then said that she was finished. We are currently working on writing at least two sentences, so I asked her what else could she could tell me about, “who did she go with?”, “What did she eat?”. Zsofia decided to write, “I went with my dad and my mum and my baby sister.”

Evidence of learning

Zsofia is able to write many of the sounds that are in the words. I wonder if she is practising sounding out words at home?

Key Competencies/Vision Principles

Zsofia is developing her Capabilities in Writing. She is able to try and sound out “tricky” words (Managing Self). Zsofia was able to come up with one sentence idea (Thinking). She is able to form most letters correctly (Using Language, Symbols and Texts).

Next Learning Steps

Write at least 2 sentences Have capital letters only for the start of sentences or for people’s names or places Share Learning with home.

Narrative Assessment - Literacy - 21 July 2015

Learner: Zsofia        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. Zsofia started off copying my story. Then she said that they wanted to say that my mum went to pak ‘n save. She wrote down “and my” by herself. Then she asked me how to write “mum”. I said, “mum m, m, m”. She said, “m!” Then I said, “u, u, u up, up umbrella”. She said, “u!” Then “m, m, m”. She wrote “m”. Then we sounded out pak ‘n save together.

Evidence of learning

Zsofia is starting to sound out tricky words by herself. I wonder if she practises her writing at home?

Key Competencies/Vision Principles

Zsofia developing her Capabilities in Writing. She is starting to be able to record down words and letters independently (Managing Self). Zsofia had decided what she wanted to write about before she started (Thinking). She is beginning to write stories (Using Language, Symbols and Texts).

Next Learning Steps

Continue to use the table tent to find words/ sounds Continue to explicitly teach sounding out words Share learning with home.

Narrative Assessment - Literacy - 24 April 2015

Learner:  Zsofia   Learning Coach: Miriam Kamsteeg   Date: 24 April 2015

Learning Area: Literacy - Reading

Learning Observed

Zsofia was reading with me today. We are focusing on "I can see" this week. I focused the Learners on the back page of their book where there was a word list. I asked the Learners to point to the words “I”, “can” and “see”. Zsofia was able to find all these words on the back page. I then asked the Learners to point to a word that was not in their story and tell me what it said. Zsofia pointed to the word "is" and said "is".

Evidence of learning

Zsofia was able to read a word that we had not been focusing on in the story. I wonder if she will still know these words next week?

Key Competencies/Vision Principles

Zsofia completed the Duncan High Frequency word test at the end of Term 1 she scored 2/24. She showed that she was listening to instructions and able to scan the words to find certain words (Thinking). Zsofia is developing her Capabilities in Reading. She is starting to connect print with words (Using Language, Symbols and Texts).

Next Learning Steps

Continue to explicitly teach Basic Sight Words. Continue to explicitly teach finger pointing to each word as she reads. Share her learning with home.

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

Sound to Letter Assessment - how many sounds do the Learners know? Continue explicit basic sight word teaching. Read every night at home. Practice reading online with “Bug Club”.