Learner: Seth Myburgh Learning Coach: Margaret Patrick Date:3.12.15
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Learning Area: Reading Narrative Assessment
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Learning Observed
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Seth is buddy reading with Jona from LH 2. This happens every Wednesday. The junior learners join the senior learners in LH5. We start off with talanoa in groups on the whariki on the floor and follow the protocols of talanoa. The learners then find a partner and they both take turns reading a familiar text to each other. We started this in Term 3 and when we gathered some student voice they all said they really enjoyed it and wanted it to continue. The learners really look forward to this each week. The older learners are great at clarifying signs or intonation for the younger learners. It is great for them to take on “the expert” role and see them nurturing the younger ones along as they read.I have noticed that the older learners love to go back to our shared reading texts. They demonstrate how confident they are at using what was “new” vocab when we were first reading the books and developing our reading strategies. .You can see them explaining what the words mean and modelling asking questions related to the texts that they have experienced during our shared reading sessions The younger ones love it as they get to sit with the “big” learners and experience seeing them reading confidently and being excited about the text they are sharing.Maybe they are thinking.. “Here is a reader to aspire to.I can be be like them as I get older”.
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Evidence of learning
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Key Competencies/Vision Principles
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Seth is displaying an increasing level of thinking, while using language symbols and text . He is connecting with a junior learner and sharing his expertise and enthusiasm in reading. He is demonstrating his capabilities and becoming the expert and teaching others.
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Next Learning Steps
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Monday, December 14, 2015
Sunday, December 6, 2015
Learner: Seth Myburgh Learning Coach: Margaret Patrick Date:3.12.15
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Learning Area: Numeracy Narrative Assessment
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Learning Observed
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Seth is using place value materials and the white board table to record how he is solving a word problem requiring him to find the difference using two digit numbers. His WALHT is available on line in the LH1 design projected on to the screen in the learning habitat or he can access it on his personal iPad. It says that he is learning how to subtract 2 digit numbers using renaming. His problem stated that 89 people were in a race and 69 had finished so how many people still needed to complete the race.He worked with his group to highlight significant numbers and words that would help him decide what type of maths operation and equation he needed to do. He drew a place value house and used blocks signing/saying the renaming process and recording it on the table. This is not the first day he has worked on this. At the end of his previous lesson I asked how confident he was about doing this type of problem and he asked for further practice time with me. This is great seeing him advocate for himself after reflecting on his current ability to use renaming to solve the answer of this subtraction equation.
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Evidence of learning
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Key Competencies/Vision Principles
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Seth is displaying an increasing level of capability thinking, while using language symbols and text . He was contributing his ideas and showing he was making connections with previous knowledge involving basic facts to 20, place value and face value of numbers. He shows he can reflect and identify areas where he wants further practice improve and consolidate his capabilities.
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Next Learning Steps
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Thursday, October 1, 2015
MKR Cake in a Cup Narrative
Learner: Seth Date: 1/9/15
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Learning Area: iExperience - Science and Food Technology
Learning Coach: John Dyer
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Learning Observed
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A recent iExplore combined learning around the properties of baking soda and how we can apply this to a baking context. Seth made observations of the reaction that occurs between baking soda which is a base and vinegar which is an acid. He made predictions about what would happen and enjoyed seeing the chemical reaction occur as vinegary goodness shot into the air!
Seth then teamed up with Mohammed in a My Kitchen Rules Extravaganza, with teams pitting their wits against each other to produce the world’s greatest ‘Cake in a Cup’ Seth was able to follow instructions and use creativity to make and decorate his masterpiece.
The end result was scientific understanding, real life application and a final dose of Yum! I can confirm that there was nothing left in the bowl at the end.
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Evidence of Learning
Voila! Chocolate cake a la Seth and Mohammed,
Well done boys. You collaborated well and demonstrated that you are capable Masterchefs!
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Key Competencies/Vision Principles being demonstrated
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Next Learning Steps
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Seth is now encouraged to apply his learning of chemical reactions to find out other combinations that have interesting results. Through using iExplore, he has opportunity to take things to a deeper level of understanding and inquiry. Or he could apply for the next round of MKR and take the world by storm!
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Sunday, September 27, 2015
Learner: Seth Myburgh Learning Coach: Margaret Patrick Date:21.08.15
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Learning Area: Oral/sign Language Speech Making English- Narrative Assessment
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Learning Observed
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Seth presented his speech about “Skateboarding” in spoken English. He used cue cards and he self managed his time to complete his preparation to meet his presentation deadline.
He is demonstrating his capabilities in Using Language, Symbols and text and presenting a speech to an audience in his preferred mode of communication.He connected with several sources of information and collaborated with Speech language therapist (SLT) and LCs to help with voicing it. He was selected to present his speech to the school and contributed along with 8 other finalists.
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Evidence of learning
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Next Learning Steps
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next year.
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Thursday, August 20, 2015
A Perfect Tile Art
Yesterday I made a picture was Snake and Ninjago. My favourite colours were blue,red,yellow. I put the paint on the tile and I saw that paint was going very quick dry. I was feeling very very happy and tile have to dry for 2 nights and 2 mornings and maybe if on Monday woman will giving me my tile. Maybe my tile will be so beautiful colours and I will see my tile in Omiston Primary School when I grow up.
Wednesday, August 19, 2015
Habitats and Continents Learning Story
Learner: : Seth, Mohammed & Jasonta Date: July 2015
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Learning Area: Science Learning Coach: DWilkes
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Learning Observed
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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 Seth & Mohammed began to recognise that living things are suited to their particular habitat, Jasonta really enjoyed this activity. 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. Jasonta, Mohammed and Seth can define what the word habitat means and they can state which continent certain animals are found eg. panda in Asia, giraffe in Africa
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Evidence of learning
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Key Competencies/Vision Principles
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The boys were enthusiastically engaged in all aspects of the lesson participating and contributing while demonstrating strong collaboration and communication with Jasonta. 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 Diane. While some of the animals were matched incorrectly to the continents, they persevered to get it correct showing a strong desire to develop their capability in this area. 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.
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Next Learning Steps
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Monday, August 10, 2015
Learner: Seth Myburgh Learning Coach: Margaret Patrick Date:23.07.2015
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Learning Area: Collaboration Narrative Story
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Learning Observed
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Seth 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. Seth 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 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.
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Evidence of learning
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Key Competencies/Vision Principles
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Seth 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 was focused throughout the activity.
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Next Learning Steps
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Thursday, July 2, 2015
Seth's Art Narrative Assessment
Learner: Seth Date: June 2015
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Learning Area: Visual Arts Learning Coach: John Dyer
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Learning Observed
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Seth 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… Seth had some effective ideas and enjoyed designing his image.
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Evidence of learning
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A proud Seth with his Google design that showed detail and originality.
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Key Competencies/Vision Principles being demonstrated
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Next Learning Steps
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Seth can use his design skills to create images and logos for Te Manawa. There is good opportunity for designs in our new school with blank canvasses all around.
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Tuesday, June 23, 2015
Trip to the Umupuia Marae
Guess what??? I went to Umupuia Marae and it was amazing.
The coolest activity was the taiaha. It is a traditional weapons of the Maori. It is used for short, sharp, strikes. I liked this because I want to learn a ABC moves and I just want to pretend to kill bad tribes.
Sunday, May 24, 2015
Seth M-Reading Narrative Assessment May 2015
Learner: Seth M Learning Coach: Margaret Patrick Date: May 2015
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Learning Area: English- Reading Narrative Assessment
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Learning Observed
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Seth chose the text “Carnival Time” for his PM Benchmark Level 21 reading assessment. Seth is oral but uses key signs in English word order as he reads. I introduced the word carnival to him and he related it to a fair where people go and look around at what’s happening. He relayed to me that he had been to a carnival and could describe the floats being pulled along by cars or trucks. He was able to skim the text and use his word attack skills to say the name of the town ”Mayberry”.
He had quick recognition of the high frequency words and accurately decoded topic specific vocabulary eg: parade, floats, costumes, streamers.
He used the context and meaning to insert substitute words rather than read the words in the text in a couple of occasions. eg: kid for child and every for always. These didn’t interrupt the flow or meaning of the story and went unnoticed by Seth. He mostly used a natural rhythm and intonation except when he was focusing on producing the correct sounds in words. Seth continues to need prompting to “tell me more” during his retell of the story. The ability to retell a story including lots of details has been one of his previous IEP goals. Seth still needed to refer to the text for this. HIs ability to find answers to inferential questions has improved and he scored 3/3 correct. He accurately explained the applied knowledge question drawing on his own prior experience.
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Evidence of learning
Seth-Reading view video May 2015 |
Key Competencies/Vision Principles
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Last year Seth moved up 5 reading levels so after moving school I tried testing him at Level 21. Seth scored 98% reading accuracy, 83% comprehension and 73% retell using the PM benchmark Reading Assessment and VADEC Formal Retell. He is beginning to identify the clues that help him make inferences.This text was easy for Seth and he is ready to move to Level 22 and possibly Level 23. He is demonstrating and developing his capabilities in Thinking and Using Language, Symbols and text.
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Next Learning Steps
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