Working Together at Maths Time.

Learner: Taylor Aiono  Learning Coach: Luisa Maloni  Date: 7th May, 2015

Learning Area: iDevelop- Numeracy

Learning Observed

Taylor and Lui have been working together well this week at Maths time. Today Lui showed Taylor how to roll the dice and show the number on a tens frame.This was an independent activity. Then we went outside and wrote numbers backwards from 30 down to 1 on the concrete with chalk. Taylor and Lui helped each other to figure out what number came next and then took turns counting down the numbers of each other’s ‘Number Snake’. Taylor is able to count backwards from 20 and could count backwards from 30 after a few practices.

Evidence of learning

Taylor can work with a partner to support his own learning. I wonder if he likes to play games and count at home with his sisters?

Key Competencies/Vision Principles

Taylor shows his capabilities in his number knowledge as he practices counting backwards from 30 and representing numbers on a tens frame (Using Language, Symbols and Text). He also demonstrates his ability to Collaborate as he works with a partner- in learning how to play a game, and as a support as they work together to  figure out a problem. In doing this without adult support he shows his skills in Managing Self and Relating to Others. In his recent JAM test (Junior Assessment of Maths) Taylor is working at Stage 2 for Number Knowledge: Backwards Number Sequences but is working at Stage 4 in Forwards Number Sequences.

Next Learning Steps

Count backwards from 30 without material support Use a tens frame to identify the pairs that make 10 e.g. 2 and 8, 7 and 3

iExperience- Drama

Learner: Taylor  Aiono Learning Coach: Luisa Maloni  Date: 21st April, 2015

Learning Area: iExperience- Drama

Learning Observed

During iExperience this week, we have been learning how to create a structure or machine with our bodies. Today Rawinia, Anthea, Lui, Elijah, Maia and Taylor were able to position their bodies, create a shape with their bodies and in some cases adopt a movement to represent a house and a car. Taylor uses his body to create a path for the house and a wheel for the car.

Evidence of learning

Taylor can create shapes with his body and work with others to make a structure and machine.

Key Competencies/Vision Principles

Taylor demonstrates that he can work Collaboratively with others towards a common goal. He shows his Capabilities in following simple instructions and exploring shapes with his body. He is able to make Connections between what he knows about houses and cars to represent them with his body.

Next Learning Steps

Further explore shapes and movements he can make with his body to represent other things Work with others to create their own object, structure or machine without adult support

Reading- Answering 'Where' Questions

Learner: Taylor  Learning Coach: Luisa Maloni  Date: 8th May, 2015

Learning Area: Literacy- Reading

Learning Observed

Taylor read a book called ‘Hiding’ with Aotearoa today. When asked to retell the story- what happened in the story, Taylor tries hard to remember and recite the story word for word. We are encouraging him to retell the story in his own words. Aotearoa scaffolded/supported this by asking him ‘Where’ questions about the story. Taylor was able to demonstrate what he remembered about the story in this way. See Video and transcript below.

Evidence of learning

Taylor is able to answer simple questions about the text. I wonder if he likes to talk about the book he is reading at home?

Key Competencies/Vision Principles

Taylor was recently tested at reading level 3 and achieved 100% accuracy (how many words he read correctly), 75% comprehension (understanding) and 46% retell (saying what happened in the story). Taylor demonstrates his Capabilities in recognising High Frequency words and using picture cues to solve unknown or topic words in a book. (Using Language, Symbols and Texts). Taylor shows his developing comprehension skills as he answers simple where questions about a text to support his retell of the story.

Next Learning Steps

Retell a page from a story in his own words , i.e. not recounting word for word. Use a noun/verb/noun sentence structure to retell a page from a story Further develop his capabilities in answering who, what and where questions about a story