Learner: Taylor Learning Coach: Luisa Maloni Date: 14th September, 2015
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Learning Area: iDevelop- Literacy- Reading
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Learning Observed
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Taylor read the book “In the Bush” to me today. It is a red level 5 book. We talked about each picture together before we read. Then, Taylor read the story word for word using signed English. If he came to a word he didn’t know e.g will he fingerspelled it and read on. At the end I asked him to tell me what happened in the story. Taylor used NZSL phrasing and expression to show me he understood and could summarise what happened in the story. See video and transcript below.
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Evidence of learning
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Taylor is beginning to pay attention to the story flow and can retell what happened using more than one or two word utterances as he has done in the past. I wonder if he enjoys talking about the story at home?
Transcript of video:
ARM, B-U-S-H, DAD AND HARRY WALKING, INSECT-CRAWLING-UP-ARM, NOT TOUCH ARM/INSECT- OW! NOT LIKE, TAKE-INSECT-OFF-PUT-ON, TREE/ HAPPY.
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Key Competencies/Vision Principles
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| Taylor demonstrates his Capabilities in Using Language, Symbols and Text as he seeks to make sense of what he has read. He was recently tested using the PM Benchmark Reading and Comprehension Test and came out as Red Level 5 with 94% accuracy and 55% retell but only 38% Comprehension. Taylor is able to remember new words quickly (Capable) and is beginning to build his skills in retelling what happened in a story. Level 5 books may provide Taylor with a good storyline on which to build his understandings around story structures. |
Next Learning Steps
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Saturday, September 19, 2015
Reading with Taylor
Monday, September 14, 2015
Narrative Assessment - iExplore - Term 3, 2015
Learner: Taylor Learning Coach: Miriam Kamsteeg
Date: Term 3, Weeks 5-7, 2015
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Learning Area: iExplore - Reflections - Science
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Learning Observed
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Taylor choose to be a part of the iExplore group looking at reflections. We first brainstormed where we would be able to see our reflections. Then we had walk around the school to see what we could find our reflection in. As a group we decided that we all wanted to explore reflections with mirrors. We spent time using mirrors to create reflections. We discovered that you could get the sun on the mirror and send it around the room, you can look under things like the shelves on wheels, if you hold your mirror up to another mirror you can see lots of mirrors and we explored mirror writing.
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Evidence of learning
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Taylor is showing that he can use a little mirror to reflect in a big mirror and then he sees lots of mirrors in the mirror.
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Key Competencies/Vision Principles
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Taylor showed Collaboration by working with other Learners to investigate different ways to show/ find reflections (Participating and Contributing). They also showed that they were Capable by sharing their learning back on the video.
Taylor explored many different ways to reflect with mirrors (Thinking).
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Next Learning Steps
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Monday, September 7, 2015
Taylor gets Melodious!
Learner: Taylor Aiono Learning Coach: Luisa Maloni Date: 18th August, 2015
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Learning Area: iExperience: Collaboration in Music/Literacy: Writing
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Learning Observed
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As part of our iExperience topic of collaboration teams, we looked at how different musicians collaborate. We asked Ormiston Senior College if we could visit one of their music groups to see how they collaborate. (See the youtube video of our trip posted below). Taylor was keen to have a try of the instruments and got up to play the guitar in front of everyone. He showed us some cool rock star moves! When we got back to school I helped Taylor write a letter to the boy who helped him on the guitar to thank him.
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Evidence of learning
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Taylor rocks out on the guitar! I wonder if he enjoys watching or listening to music at home?
Taylor is learning how to write for a purpose. Letters are a great way to do this. Does he write cards or letters at home?
Check out what happened on our trip!
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Key Competencies/Vision Principles
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Taylor demonstrates his ability to be Curious (trying new things) Connected (showing what he knows about guitar performances) and Capable (using a computer to write a letter and forming ideas to write to a person in order to thank them). Taylor is using the key competencies of Using Language, Symbols and Text, and Participating and Contributing!
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Next Learning Steps
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Sunday, June 7, 2015
Numeracy- JAM Test
Learner: Taylor Aiono Learning Coach: Luisa Maloni Date: 12th May, 2015
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Learning Area: iDevelop- Numeracy: JAM Test
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Learning Observed
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Taylor underwent his JAM (Junior Assessment of Maths) test this week. He was able to read numbers up to 100 and say the number before and after any number up to 100. He reads numbers over 100 as individual digits e.g 137 as 1,3,7. His test shows that when given a simple addition problem like 3+4 he counts all the objects from one using materials e.g.counters. He uses these strategies as well as using his fingers when solving other basic facts up to 10 and is not yet recalling any equations instantly. Taylor did not recognise groups of ten (place value) or fractions. Taylor can continue simple patterns in algebra, identifies basic 2-D shapes and is developing non-standard measurement skills.
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Evidence of learning
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Taylor uses a count-all-from-one-using-materials strategy to solve simple addition problems. I wonder if he likes to add and subtract at home?
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Key Competencies/Vision Principles
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Taylor demonstrates his strengths and Capabilities in Number Knowledge and scores at Stage 2-3 bridging to Stage 4 in the numeral identification area of the JAM test. He uses materials to solve simple problems (Thinking) and comes out at Stage 2 for additive strategies. Taylor’s JAM test shows he is at level 1 for Fractions, Multiplicative Strategies and Basic Facts recall.
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Next Learning Steps
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Monday, May 18, 2015
Working Together at Maths Time.
Learner: Taylor Aiono Learning Coach: Luisa Maloni Date: 7th May, 2015
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Learning Area: iDevelop- Numeracy
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Learning Observed
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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.
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Evidence of learning
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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?
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Key Competencies/Vision Principles
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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.
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Next Learning Steps
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Friday, May 8, 2015
iExperience- Drama
Learner: Taylor Aiono Learning Coach: Luisa Maloni Date: 21st April, 2015
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Learning Area: iExperience- Drama
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Learning Observed
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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.
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Evidence of learning
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Taylor can create shapes with his body and work with others to make a structure and machine.
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Key Competencies/Vision Principles
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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.
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Next Learning Steps
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Reading- Answering 'Where' Questions
Learner: Taylor Learning Coach: Luisa Maloni Date: 8th May, 2015
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Learning Area: Literacy- Reading
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Learning Observed
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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.
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Evidence of learning
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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?
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Key Competencies/Vision Principles
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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.
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Next Learning Steps
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