Adding and Subtracting Tens

Learner: Zsofia	Date: 8 June, 2017
Learning Area: Maths Level One and Two Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions. Know the forward and backward counting sequences of whole numbers to 100.	Learning Coach: P.L
Learning Observed
In Maths, we have been learning to add and subtract tens by counting on in tens from any number to 100. We have a rule that if we add and subtract tens, then only the tens change and the ones stay the same. We have been learning place value games to help support our learning. Zsofia showed curiosity by listening carefully to questions asked and to feedback given to improve her understanding. She is being collaborative by working with other learners around her and sharing her ideas. Zsofia is beginning to show capability by circling the tens in equations and adding them together. This does not involve renaming or bridging tens.
Evidence of Learning
Next Learning Steps
Continue to use Mathletics at home Continue to circle the tens in any equation to help you solve them

Zsofia writes a recount

Learner: Zsofia	Date: 19 May, 2017
Learning Area: English Level One Purpose and Audience: Recognise that texts are shaped for different purposes and audiences	Learning Coach: P.L
Learning Observed
In writing, we have been learning about recounts. A recount is an event that is retold by a learner in their own words. We have been learnings lots about paragraphs and how to plan our ideas effectively. Zsofia is beginning to build her sentences into paragraphs. She is capable by recognising that paragraphs have one main idea. Zsofia works collaboratively by orally co-constructing sentences with other learners around her and listens carefully to others share their ideas. She is curious about gifted words and is beginning to make connections with her prior learning. Zsofia didn't visit the Temple with us but she is still about to use gifted words to help her write complex sentences. Here she is sharing her writing with us.
Evidence of Learning
Next Learning Steps
Continue to use gifted words in other pieces of writing Continue to build sentences into paragraphs

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.

Zsofia and Maths

Learner: Zsofia

Date: 3.04.17

Learning Area: LH1

Learning Coach: Priscilla Lavakula

NZ Curriculum Achievement Objectives

Use simple additive strategies with whole numbers and fraction
Know forward and backward counting sequences with whole numbers to at least 1000

Know the basic addition and subtraction facts
Know how many ones, tens and hundreds are in whole numbers to at least 1000

Learning Observed:

In maths we have been learning to solve number problems by adding and subtracting tens and ones that do not involve the ones regrouping the tens. Our group have been learning to read number problems carefully, identify the three most important parts of the problem that is going to help us solve it and trying to come up with an equation whether it be addition, subtraction, multiplication and division or more than one operation. Zsofia has been learning to identify place value of tens and ones in numbers up to 100.

Key Competencies/ Vision Principles:

Zsofia is collaborative when working with other learners and sharing her ideas in small group discussions. She is being curious when learning new ideas and listening to others share their ideas. Zsofia is connected when being engaged and focus and capable by solving these problems.

Next Learning Steps:

Continue working in your Mathletics

Continue practicing to identify tens and ones in numbers up to 100

iExperience: Gardening in LH1

Learner: Zsofia

Date: 01.03.17

Learning Area: LH1

Learning Coach: Priscilla Lavakula

Learning Observed:

Our school has a garden! As part of our iExperience, our habitat have been learning about gardening and what to plant in our garden. This is also for our community to use, the vegetables we have planted are for our community day at the end of the term. Our learners opted into different activities like: cleaning out the garden bed, putting soil down, cutting up stakes for the signs in our gardens and researching and finding out more about plants and recipes to use.

Key Competencies/ Vision Principles:
Zsofia showed her capability in decision making and opting in to designing and painting signs for the habitat garden. She worked collaboratively with others on one sign and making decisions around what their sign would look like. Zsofia showed curiosity about the different colours of paints and designs of the lettering.

Next Learning Steps:

I would recommend for Zsofia to work with other learners who she is not so familiar with and this would extend to her working collaboratively with others in the habitat.

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.

Get Set Go! - iExperience Narrative Assessment

Learner:  Zsofia      Learning Coach: M Lennon - LH2      Date:   17 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Health & Physical Education; Movement skills; Science and technology -  Students will develop a wide range of movement skills, using a variety of equipment and play environments.

Learning Observed

During iExperience Zsofia has been participating in the Get-Set-Go programme. In Get-Set-Go Zsofia has been learning to balance using different parts of her body, and to move around while balancing something on her head.  Zsofia was able to confidently balance and move around with ease. After her balancing session Zsofia began learning skills in throwing and catching.  She actively participated in a range of games that saw her throwing and catching, firstly, a soft toy, then a tennis ball to a partner.

Evidence of learning

Here you can see Zsofia with her Hapu group in a range of Get-Set-Go activities.

Key Competencies/Vision Principles

During this learning, Zsofia demonstrated that she was: Connected - actively taking part in all games and activities. Capable - understanding that you need to point and aim before you throw. Curious - asking questions about why throws went in the wrong direction. Managing Self  - able to use equipment appropriately.

Next Learning Steps

Keep asking for advice when you’re throwing doesn’t go straight. Remember to make a basket out of your hands when someone is throwing a ball for you to catch.