Learner:Taivero A          Learning Coach: Margaret Patrick          Date:7.12.15

Learning Area: Numeracy Narrative Assessment- learning the number system &  ordering

Learning Observed

Taivero is growing his knowledge about using a hundred’s board and what happens to numbers as you move along and back a row and when you move up and down a column.  He needs to  know counting numbers from 100 to 1000 now. For this activity he needed to recall that numbers in rows increase or decrease by ones  and that numbers in columns increase and decrease by 10s. He is practicing finding missing numbers greater than 100. He is extending his language at the same time. He has linked the word “row” to the word horizontal and the the word “column” to vertical. He is able to start from a given number and use the rows and columns to help him name the mystery number that needs to be written in the empty space in the grid of the thousand’s book. When he felt confident with this he was given a set of “Place value and ordering cards” with random patterns of parts of a 100’s square. This next step is actually more challenging as he doesn’t have the surrounding numbers in the patterns and has to image the jumps in columns and rows to track his way to the mystery number.

Evidence of learning

Key Competencies/Vision Principles

Taivero is is developing his capabilities at growing his knowledge about ordering numbers from 100 to 1000. He is  thinking, while using language symbols and text . He was making  connections with previous knowledge and showing he could recall the patterns of ordering numbers to 100.

Next Learning Steps

be able to recall his learning several days on from this session when he demonstrated that  he could do it. be able to use the blank ‘place value ordering cards’ with a 3 digit number. be able to say the numbers in order requiring him to add on one each time or jump count by adding on 10 without the visual support of the rows and columns in the thousands book.

Tile Art

Yesterday I paint letter T. I drew letter T on my tile. T in collaboration is the same as  letter as my name.

It was Oresome Tile Art . I used dark blue and light red and light orange paint.

I am  a foundation  student at  ormiston primary school. It made me happy to know me be leaving some thing when I leave this school.

Continents and Habitats Learning Story

Learner: :   Evan & Taivero                                                                     Date: July 2015

Learning Area: Science                                                         Learning Coach: DWilkes

Learning Observed

The learners are beginning learning in the area of animal habitats, adaptations and survival needs in preparation for our trip to the zoo.  During the session the learners began to build their scientific language and develop their ability to communicate in science.  In matching the animals to different continents Evan & Taivero began to recognise that living things are suited to their particular habitat.  They can recognise that all living things have certain requirements so they can stay alive.  While learning the continent song, they actively participated and could sign and say the names of all of the continents.  They could also identify them on a world map.  Taivero and Evan can define what the word habitat means and they can state which continent certain animals are found eg. panda in Asia, giraffe in Africa

Evidence of learning

Key Competencies/Vision Principles

The boys were enthusiastically engaged in all aspects of the lesson participating and contributing while demonstrating strong collaboration and teamwork.  They asked each other for help and didn’t hesitate to check for understanding with other learners or the learning coaches. During the matching activity I observed excellent questioning and problem solving strategies while they worked with Mrs Patrick.  Evan thought it would be a good idea to check some of their guesses on the internet.  While some of the animals were matched incorrectly to the continents, they persevered to get it correct.  They are able to make connections between what a habitat is to an animal and what a habitat is to humans drawing on new learning and prior knowledge.

Next Learning Steps

more practice matching animals to different continents review saying the names of the continents - use the continent song here reading about animals at home, visiting the zoo website or playing these games http://switchzoo.com/games/habitatgame.htm http://www.abpischools.org.uk/activescience/module2/home.html http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ey/science/animal_h/index.htm http://interactivesites.weebly.com/habitats.html

Learner: Taivero Aleluia      Learning Coach: Margaret Patrick     Date:23.7.2015

Learning Area: iDevelop Collaborate                      Narrative Learning Story

Learning Observed

Taivero was a member of a group of 4 learners who were engaged in an activity where they had to reach consensus about placing statements about “promises” into categories under the title of agree, strongly agree, disagree and strongly disagree. An example of some of the promise statements were “ I promise to clean my teeth every night” or “I promise I will grow taller than my dad” or “I promise I will try had to learn” and “ I promise  to keep any promise”. This was a challenging activity as in the first round the learners were not allowed to sign/talk but shuffle the statements into the categories until they were all happy with the outcome. The second round the learners were able to sign/talk and had to justify why they moved and why they thought statements belonged or didn’t belong in the specified category selected. Taivero was quick to learn the signs for the 4 different categories.He was able to explain why he thought statements should be moved and why. He was particularly good at explaining why “promising to keep a secret”  belonged between agree and disagree and role played a scenario. He was really keen to see what other groups had decided on. When his group compared their results with another group they realised they had several statements that they all felt the same way about but there were a few which were quite different. He was able to listen/attend to their explanations and was accepting of people’s different opinions.

Evidence of learning

Key Competencies/Vision Principles

Taivero is displaying an increasing level of participation  and was relating well to the other learners. He was contributing his ideas and showing he made connections with the other learners by showing respect for their different opinions. He realised that it is ok to disagree sometimes.

Next Learning Steps

use these skills in decision making situations during learning blocks, iBreaks and at  home. grow in confidence sharing his viewpoint knowing everyone’s ideas  are valuable when solving problems.

Henry, Markus & Taivero get their groove on - Learning Story - August 2015

Learners:  Markus, Henry & Taivero                                          Learning Coach: D Wilkes

Learning Area: KCs and Literacy                                                Date: Aug 5

Learning Observed

Henry, Markus & Taivero collaborated together to provide a wonderful and inspirational dance component to the ‘Leadership Experience’ as a long awaited follow up to the NYLD that all the Year 6s attended in Term 2.  The boys co-constructed and collaboratively choreographed (the music can be found in the Leadership Experience presentation) a fun, spunky and energetic movement marvel.  They sparked the curiosity of the crowd with the ‘how did they do that?!.  The learners loved watching them move and flip and jump and dance and most walked away thinking about how they could dance like them.  All lot of iBreak practices and preparation was evident in the quality of the dance.

Evidence of learning

Key Competencies/Vision Principles

While the boys collaborated they made direct and indirect connections to their experience at NYLD.  The related to others, managed themselves responsibly and participated enthusiastically on the day.  They were enthusiastic and responded to changes with resilience.  The preparation was great.  They made us curious and they inspired us while warming up the crowd for Phoenix!

Next Learning Steps

learn some editing so you can pull out the snippets of video that you really want to capture and then put into iMovie write a blog post about the afternoon including your reflections share your learning with family at home

Taivero's Art Narrative Assessment

Learner: Taivero                                                                              Date: June 2015

Learning Area: Visual Arts                                                   Learning Coach: John Dyer

Learning Observed

Taivero is a friendly boy who I enjoy interacting with. He is always polite and willing to share his time with others. I have noticed him trying his best in a range of learning experiences and taking pride in his work during this term. All the learners in our habitat are designing a ‘Google Doodle’ to be entered into this year’s competition. The theme for this year is ‘If I could go back in time, I would… Taivero had some effective ideas and enjoyed designing his image.

Evidence of learning

Taivero exploring a nautical theme as he designs a Google logo.

Key Competencies/Vision Principles being demonstrated

Thinking - Making sense of information, experiences and ideas. Using language, symbols, and texts - Making sense of words, numbers and images. Managing self - knowing when to lead, when to follow and when to act independently. Relating to others - Interacting effectively in a range of contexts. Participating and contributing - Being actively involved in school and the community Curious Collaborative Connected Capable

Next Learning Steps

Habitat 2

Guess what? I went to learning habitat 2 and it was exciting.

 I was helping students doing maths,  writing, and reading and I helping thedeaf students at the maker space .

 Mr Hattie read  the big book Lion and all students were not listening to Mr Hattie because 

Mr Hattie tell  the students finish the book then sports.

Drama Learning Story - May 2015

Learner:   Taivero, Evan, Jasonta, Hamish & Evan                       Date: May 20, 2015

Learning Area: The Arts- Drama                                 Learning Coach: Diana Wilkes

Learning Observed

During iExperience this term with the Strategic Leadership Team (SLT), we have been learning how to use movement and space to effectively communicate.  The lasting understanding is that people represent their culture and heritage in different dramatic ways- past and present.  Learners had a variety of opportunities to explore the use of space, props and their body for communicating different ideas.  Taivero worked in a group with Alex, Jasonta, Evan and Hamish and they all used dramatic techniques to explore drama elements and conventions and exhibited a real passion for performing.  When asked to initiate and develop ideas with each others to create a dramatic 1 minute skit about the Maori culture they enthusiastically engaged in the process as a team with Taivero taking a leadership role.

Evidence of learning

The group makes effective use of space, facial expressions and movement.

Key Competencies/Vision Principles

All members of this team demonstrated that they can work Collaboratively with others towards a common goal. Together they exemplified some Capabilities in following complex instructions and ultimately met the success criteria.  They related to each other well and managed themselves and their time wisely most of the time. Together they were able to make Connections between what they knew collectively about the culture and how to express that with movement, no sound and imaginary props.

Next Learning Steps

Further explore movements she can make with her body, use of her voice, and creation of facial expressions to enhance dramatic effect Remember to keep voices off during performances and this is distracting to the non-deaf learners

Taivero - Reading Narrative Assessment

Learner: Taivero A              Learning Coach: Margaret Patrick     Date:  May 2015

Learning Area:  English- Reading Narrative Assessment

Learning Observed

Taivero chose the text “Leo the Lion Cub” for his PM Benchmark Level 20 reading assessment.Taivero signs in English word order as he reads using spoken English. This assessment was done by Mrs Williams. He was able to initiate skimming the text prior to reading. He showed quick recognition of high frequency Many topic specific words were words were attempted using visual clues of initial  letter eg: proud for pride. Other time he used the meaning and visual clues eg; aunts for aunties, dead for died, omitting to attend to word endings.  His  self-correction rate was 1:10. He gave very little detail in his retell of the story and needed to refer to the text. His responses to the questions were in 1-3 word phrases. He did use “because” once. Many did make sense eg: What is a large family of lions called? Taivero answered “ground” which he knows the meaning of, and it definitely didn’t look at all visually like the word pride in the text.

Evidence of learning Taivero-view video here

Key Competencies/Vision Principles

Taivero’s  goal in his IEP was to be reading at Level 20 with 75% comprehension and 60% retell using the PM benchmark Reading Assessment and VADEC Formal Retell.  He read  this level with 94% reading accuracy, 50% comprehension and 42% for his retell. He was able to answer1 inferential question out of 4 which has been a skill under focus from his IEP.These questions are “why” questions which he finds difficult and will often put his hand up to his chin and and say ”hmmmm” because wants to be seen to be thinking. Taivero will continue to work at the instructional Level 19. He is demonstrating and developing his capabilities in Thinking and Using Language, Symbols and text.

Next Learning Steps

read Level 20with 75% comprehension and 60% VADEC retell answer “why” questions using the question as part of the answer. regularly identify  3-4 main points on a page of text. use context and meaning to cross check his visual approximations of words.

Learner: Taivero     Learning Coach: Margaret Patrick     Date:  May 2015

Learning Area:  English- Reading                                          Narrative Assessment

Learning Observed

Evidence of learning

Key Competencies/Vision Principles

Next Learning Steps

Learner:  Taivero        Learning Coach:   Ms Taylor        Date: 19 May 2015

Learning Area: Social Sciences

Learning Observed

Taivero chose from a task sheet the options he wanted to use. These are below. Each one is worth a certain number of points. He was to select tasks and add them up to make 10 points altogether. He needed to record where his work could be found  (his Learning Book, iExplore Google folder or elsewhere as appropriate) on his copy of this document so his Learning Coaches could see his learning and provide feedback. Students hard work was recognised in Hui time.

Evidence of learning

3 points- Write an A-Z of words to do with ANZAC / WWI.  Idea: Use the iPad App ‘Puppet Pals’  or ‘Tellagami’ to share your completed ANZAC

Key Competencies/Vision Principles

Taivero was given a evaluation sheet to find out how well he did. See below for his answers. Evaluation of how I managed my learning during my ANZAC tasks. My answers are highlighted. Tasks: 1.I was able to pick my tasks to add up to 10 points. a) I read them on my own and picked my tasks                      b) I needed help to read them and them picked my tasks      c) I needed help to read them and help to pick my tasks         2.  I set up a new ANZAC folder in my iExplore. a) I did this on my own.   b) I needed help             c) I haven’t done it yet     3. I uploaded photos of my work to my iExplore folder and and cropped them.   a) I did this on my own   . b) I needed help              c) I haven’t done it yet      3. I completed my tasks on Friday 1st May a)I completed all my tasks    b) I completed three tasks   c) I completed 1 task             4. I could search for information and  find the answers to my tasks. a) I did this on my own. b) I needed help to find the words to start my search then finished the task. c) I needed help to find the words to start my search and help to write the answers.

Next Learning Steps

To complete a given task To try and do more things on my own Ask lots “w” questions