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.

Chickens - iExperience Narrative Assessment

Learner:  Zsofia      Learning Coach: M Lennon - LH2      Date:   14 October 2016

Learning Area:  iExperience

NZC Achievement Objective:  Science; Living World; Ecology  Recognise that living things are suited to their particular habitat.

Learning Observed

During iExperience Zsofia has been learning about Chickens and their habitats. Zsofia has been a keen participant in learning about the chickens.  She has learned about egg incubation, the care of baby chicks and the needs of chickens as they grow bigger. Shortly after the chicks hatched Zsofia was able to touch the chick so she knew what they felt like and could describe the chickens accurately. During iDevelop Zsofia furthered her curiosity by being able to describe the chicks to others.

Evidence of learning

Zsofia was a little nervous to hold the chick so she opted to pat it instead.

Key Competencies/Vision Principles

During this learning, Zsofia demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that chickens have different needs. Curious - asking questions about the needs of chickens. Managing Self  - able to carefully touch a baby chick without scaring it.

Next Learning Steps

Keep sparking your curiosity about chickens by asking lots of questions. Look at the future needs of chickens and what we can do to ensure their comfort.

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.