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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Sunday, May 24, 2015
Seth M-Reading Narrative Assessment May 2015
Tuesday, May 19, 2015
https://docs.google.com/document/d/1N2ePNzxhPyxiajqRc9gW1TrGm166Gm-5CQV5DDgpX-Y/edit
Learner: Seth Date: May 20, 2015
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Learning Area: The Arts- Drama Learning Coach: Diana Wilkes
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Learning Observed
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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. Seth worked in a group with Taanvi, Nehaal, Mohammed and Anjlii to use different techniques to explore drama elements and conventions and exhibited creativity and enthusiasm for performing. When asked to initiate and develop ideas with others to create dramatic 1 minute skit about a culture, Seth worked well with others offering ideas and demonstrating creativity and a sense of fun. His group selected the American culture and crafted an entertaining performance indicative of this culture featuring some swish Michael Jackson dance grooves!
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Evidence of learning
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Seth makes effective use of space, imaginary props and movement.
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Key Competencies/Vision Principles
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Seth demonstrates that he can work Collaboratively with others towards a common goal. He shows his Capabilities in following complex instructions and strives to meet the success criteria- managing himself well. He is able to make Connections between what he knows about a culture and how to express that with movement, no sound and imaginary props.
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Next Learning Steps
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Learner: Seth Learning Coach: Ms Taylor Date: 19 May 2015
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Learning Area: iExperience - ANZAC
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Learning Observed
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Seth 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.
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Evidence of learning
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ANZAC task sheets
1.Find a map that shows where Gallipoli 1 points
2. Draw and label a new Zealand WW1 uniform 2 points
3. Weapons of wars make a chart of weapons used in WW1 and what they did 3 points
4. ANZAC animals make a table like this and complete 4 points
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Key Competencies/Vision Principles
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Seth 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.
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Next Learning Steps
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