Hamish & his Reading Narrative Assessment

Learner: Hamish Learning Coach:   Stephanie Hooker         Date: 3 August 2016

Learning Area:          iDevelop: Reading                                          Key Competency:     Using Language, Symbols and Text NZC AO:                     Level 2 Language Features: uses a large and increasing bank of high-frequency, topic-specific, and personal-content words to make meaning & shows an increasing knowledge of the conventions of text

Learning Observed

Today we completed a Running Record using the PM Benchmark assessment kit with Hamish to assess his reading capability. On a Level 10 book he scored 90% for accuracy and was able to answer 4 out of 5 comprehension questions to show his understanding of the story.  Hamish retains meaning when reading but often includes his own words and doesn’t always attend to print. He uses the re-reading strategy which is great and now needs to combine this with word attack strategies.

Evidence of learning

I wonder if Hamish practices reading at home? How does he solve new words? Does he need to keep pointing to the words?

Next Learning Steps

Choose appropriate books at his level using the “Best Fit” strategy Attempt unknown words with decoding - using his letter sound knowledge Answer questions during and after the story Read everyday, both at home and school- is he taking his Book Bag home each day with a new book? Read to Hamish and with Hamish from books that interest him

Olympics

i think the olympics is awsome because it's a sports 

Problem Solving- Using stats to spell!

iReflect- Monday Week 2

Something I enjoyed today is making the flag 

I need to improve at writing
I am looking forward to cross country

Learner: Hamish    Learning coach: Margaret Patrick           Date: June, 2016

Learning Area:   Swimming                                     Narrative Learning story

Learning Observed

Hamish has been attending swimming lessons at the Otara Community pool over the last 8 weeks. Over the 8 weeks he connected with his tutor Peter and built a trusting relationship with her. He collaborated and cooperated with his requests consistently. Hamish demonstrated that he was fairly confident propelling himself forward using one breath for 15 meters and was grouped accordingly. His first goal was to focus on creating rocket arms when stroking. At times his tutor had him using a kickboard to practice this skill using both freestyle and backstroke arms. Peter had his group practicing swimming on their side, shoulder to the ceiling in preparation for rolling. He progressed to using rolling onto his side in preparation for breathing combined with stroking arms. Hamish missed his evaluation session but the other members of his group were capable of swimming using overarm freestyle and kicking  between 25-100 meters. During the Water Safety week he enjoyed the sensation of floating using a life jacket and joined in collaborating with his group forming a ladder and huddle replicating what a group of survivors would do in the ocean to keep together and stay warm. He was committed to attending his lessons and missed only due to illness. He used his self managing skills organising his swimming gear and ensuring he was ready changed for classes and dressed on time to catch the bus back to school.

Evidence of learning

Next Learning Steps

Using a kickboard rolling onto his side, breathing then stroking arms high and touching his ears and kicking, breathing for 3 strokes and repeating. Floating on his back with a kickboard on his front and using backstroke arms high and touching his ears then grasping his kickboard. Swimming freestyle with rolling and breathing 100 meters. Swimming  backstroke independently using arm strokes every 5 kicks.   Family taking him to the local pools so he can keep up skills and enjoy the water.

Podcast Narrative Assessment

Learner: Hamish, Aarav, Joshua and Nehal                             Learning Coach: Mr Hattie          Date: 16 June 2016

Learning Area: Learning Habitat 1 - iExperience

Learning Observed

In iExperience Hamish, Aarav, Joshua and Nehal are working writing and creating Podcasts. A Podcast is an audio story, interview or informative talk for entertainment purpose. These are downloadable on iTunes or various sites on the internet. Hamish, Aarav, Joshua and Nehal have been put into a group to practice talking about an issue around at school. The issue that they chose is on Ormiston Primary should/should not have unisex toilets. They are arguing for yes we should. For this issue they had to discuss their talking points and plan out what their reasons Collaboratively using evidence and examples. Each of these learners showed their Capabilities with this task. They all have something to offer in terms of the reasons why they agree. Learners understanding of their learning: Hamish: I learnt that being collaborative with my team helped me understand what we were doing. Aarav: One of the main issues was “Ormiston would have to pay more money to make separate toilets” Joshua: I learnt that audio means ‘sound’ like the radio. Nehal: Our podcast in on real issues that we have at Ormiston.

Evidence of learning

The learners Collaborating about the issues in their argument.

Next Learning Steps

Hamish, Aarav, Joshua and Nehal’s next learning steps are: To speak with fluency and expression during their podcast Write in their own words their argument to practice.

Hamish, Eric & Stephan's Storybird Learning Story

Learners: Eric, Hamish & Stephan Learning Coach: T.Dillner           Date: 1.4.16

Learning Area: iDevelop - Writing           Key Competency: Participating & Contributing

Learning Observed

As part of the Writing programme, Eric, Hamish and Stephan have been using a digital tool called Storybird. The learners were introduced to this on the TV screen, and then had to go and collaboratively create a story by selecting a picture pack that was appealing, laying the images out in a cohesive order and then adding text to complete the story. All three boys have shown that with minimal help, they are capable of navigating the Storybird website and completing their own publications. Their attention and focus has been impressive because they are so excited and curious about creating more stories!

Evidence of learning

Next Learning Steps

Share their stories with all of the learners in Mrs Dillner’s Writing Group. Teach a learner from another Writing Group how to use Storybird. Log in to Storybird at home and share their stories with friends and family.