Term Two - Reading with Anisha

Learner: Jolin and Anisha    Learning Coach: Abby Morgan             Date: 13 May 2015

Learning Area: Literacy - Reading

Learning Observed

After selecting their new reading books Anisha and Jolin began by reading their stories to each other. I introduced them to our focus words of and, the, and went. We began by identifying the focus words in the story. Anisha was able to make connections between the focus word (went) and the story. Jolin could correctly identify the focus word the frequently during the story. Anisha began reading “the cat was in”, she paused looking for assistance as she recognised that there was more behind the word. Together we broke the word down and identified that it was inside. Anisha was able to re-read the sentence identifying and correcting both initial errors saying “the cat went inside.” During reading Jolin was able to accurately point to each word she was reading as she read it. Towards the end of the book I asked her “why does the cat say meowwwww!?” She was able to tell me “the cat is telling the dog to stay outside so it can sleep on the chair.”

Evidence of learning

Anisha and Jolin enjoyed reading this story about the Cat and Dog. I wonder how many more words they now know?

Key Competencies/Vision Principles

At the end of Term One Jolin and Anisha both scored 2/24 on the Duncan Basic Word Test. During reading today both Jolin and Anisha were using the Key Competencies of thinking and using language, symbols, and texts. Thinking skills were used as they made connections between the text and picture as well as sounding out unknown words. To complete this reading both had to use their knowledge of print concepts (reading left to right etc.) and existing high frequency words (Using Language, Symbols, and Texts). During this task Jolin and Anisha were developing their capabilities in reading.

Next Learning Steps

Introduce new ways to learn high frequency words Retest Duncan Basic Word Test Introduce other texts types with high frequency words (Poems)

Narrative Assessment - Mathematics - 1 May 2015

Learner: Jolin  Learning Coach: Miriam Kamsteeg      Date: 1 May 2015

Learning Area: Mathematics - Numeracy

Learning Observed

Today in Mathematics we were working on getting 13, making it on the number fan and getting 11 and making it on the number fan. Jolin counted 13 out of the box, then counted her items and said that she had 13. We counted them together, but only got to 12. She then was able to make 13 instantly on the number fan. She was able to correctly get 11 items.

Evidence of learning

Jolin is starting to count to 11 and 13. I wonder if she practises counting in English at home?

Key Competencies/Vision Principles

Jolin is developing her Capabilities in counting numerals in the correct sequence. She is Connecting the spoken number with the written form of the number (Using Language, Symbols and Text).

Next Learning Steps

Continue to explicitly teach the correct numerical sequence between 1-13. Continue to explicitly teach one-to-one counting. Share her learning with home.