Moon Walking

MONDAY 4TH JULY 2016


I Predict maybe the moon going to Rotorua they walking to volcanic.

 TODAY I READ TEXT. THE NAME OF THE PLACE
IS TAUPO.  THEY GOING TO SEE CRATERS OF THE  MOON IN CAR.

 CRATERS MEAN HOLES FORMED BY VOLCAO 
ERUPTION.


 THEY CAN SEE HOT MUD POOL AND STEAMING 
CRATER, SURFACE, INSECT,VENTS, SPIDER WEB IN KANUKA PLANT  VOLCANICA CRATERS.

 CRATER SMELLY LIKE ROTTENS EGGS. STEAM COMES FORM SULPHUR GAS UNDERGROUND.
THE BOY  CLOSE HIS NOSE BECAUSE THE GAS SMELL BAD  FROM THE STEAM.

                    

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.

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