Learner: Sanish Learning Coach: Megan Croll - LH2 Date: 18 November 2016
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Learning Area: Zoo Trip
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Learning Observed & Key Competencies/Vision Principles
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Today Sanish joined LH2 and LH4 learners to travel by bus to the Auckland Zoo. This trip was organised as part of our learning about animals - how we can help them and how they can help us.
The learners were greeted by some zookeepers when we arrived at the zoo. We had morning tea and then, with a zoo map in hand, began our journey around the zoo. The map was used frequently to help guide us around the zoo and Sanish liked to use his map reading skills to identify where we were and where we should go next (Using Language, Symbols and Text).
After visiting the tortoises and reptiles, we met up with John from Auckland Zoo. John took us into the Discovery and Learning centre where Sanish found out what the zoo does to look after the three Sumatran tigers that they have. John had a large black plastic container and Sanish learned that the tiger would be able to smell his scent if he touched it (Connected).
John then took us to the Vet Centre Viewing Gallery. Sanish learned that sometimes visitors can watch an operation take place, but today the windows were covered with curtains. Here we learned how humans can make life very difficult for some animals. Our plastic bags can be very dangerous to sea animals if they are swallowed.
After lunch, it was time for more exploring (Curious). Sanish enjoyed walking through the Meerkat tunnels, watching the playful orangutans and observing how gracefully the giraffes walk. Our day at the zoo went very quickly and there wasn’t even enough time to play on the playground! I’m sure that Sanish would love to come back again with his family to share his learning with them.
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Next Learning Steps
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Sanish has learned about what Auckland Zoo do to look after the many animals that they have. Some are even endangered. His next step could be to research an endangered animal to find out why it is endangered and what people are doing to help keep its species alive.
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Learner: Sanish Learning Coach: Megan Croll - LH2 Date: 22 September 2016
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Learning Area: Writing
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Learning Observed
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Language features, e.g. similes, are used to give our writing impact. A simile is when a person or object is compared with another object by using the word ‘as’ or ‘like’. Sanish has been learning how to use a simile in his writing. The Black Gibbons worked together to brainstorm some similes, then I invited them to use similes to describe the colours of the rainbow.
Sanish participated in the group brainstorm and discussion, then used some of the ideas from our brainstorm to create his own poetic piece about rainbows. After writing his draft, he then proceeded to publish his writing and illustrate it; using the correct colours and sequencing as in a rainbow.
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Evidence of learning
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Key Competencies/Vision Principles
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Sanish is demonstrating that he is:
Collaborative - sharing his ideas with his hapu group during a brainstorm session about rainbow colours.
Capable - identifying the most suitable object to compare with most of the rainbow colours in his similes.
Using Language, Symbols and Text - taking care to copy the information from his draft when publishing his work. The size and shape of most letters are formed correctly.
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Next Learning Steps
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Learner: Sanish Learning Coach: Megan Croll Date: 2 June 2016
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Learning Area: Maths
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Learning Observed
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Sanish and Skyla have been working on matching the numbers 1-10 with the words. I gave them this wordfind to do together so that they could try to support each other with the learning.
With some support, they organised themselves with a whiteboard pen and a quiet space to complete the activity. Sanish required some extra support to focus on the activity and remain motivated to complete it.
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Evidence of learning
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Sanish and Skyla found all the words and were pleased with their efforts.
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Key Competencies/Vision Principles
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Sanish and Skyla collaborated together to complete the activity. With some support, they were able to manage themselves for learning by getting the equipment (whiteboard pen and duster) and find a quiet spot so that they were not disturbed.
They were connecting what they knew about words and letter sounds to find the number words in the wordfind.
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Next Learning Steps
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Learner: Matthew Learning Coach: Stephanie Hooker Date: 11 May 2016
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Learning Area: iDevelop
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Learning Observed
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Today during iDevelop Sanish and Matthew worked together to write and record their ideas. They enjoy working and playing together.
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Evidence of learning
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I wonder if they offer support and include other learners? Do they write at home?
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Key Competencies/Vision Principles
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The boys worked together Collaboratively. Each learner showed skills in Participating and Contributing to share their knowledge. They also showed their Capability in using Language, Symbols and Text.
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Next Learning Steps
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Learner: Sanish Learning Coach: Megan Croll Date: 24 Mar 2016
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Learning Area: Literacy - Reading
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Learning Observed
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Throughout Term 1, Sanish has been learning to recognise high frequency words and ways to work out unfamiliar words. He completed a PM Benchmark Reading Assessment with me and read a Red Level 5 text. Sanish held the book correctly and maintained correct one-to-one matching between spoken and printed words. He answered all the comprehension questions accurately.
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Evidence of learning
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Sanish scored 99% on word accuracy with 1 errors and 4 self-correction. He used the pictures to try make sense of the story and realised that the story didn’t make sense when he pronounced a word incorrectly.
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Key Competencies/Vision Principles
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Sanish is developing his Capabilities in Reading and is starting to Think more about what he is reading to ensure that it makes sense. He is increasing his ability to recognise high frequency words (Using Language, Symbols and Text) and tries to Connect what he is reading to his own life experiences.
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Next Learning Steps
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Learner: Sanish Learning Coach: Talia Morgan Date: 9 Feb 2016
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Learning Area: Literacy - Writing
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Learning Observed
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Today I invited the learners to write a story about an action they liked doing at school. We practised writing “I am” and we found these words on the word card, and said which colour box the words were in. We then talked about finding the initial letter of the action we liked doing by sounding the first letter out and using the word cards. Sanish then went off by himself to write his own story. Sanish wrote “I AM R.” (I am reading).
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Evidence of learning
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Sanish was able to sound out the beginning letter for reading. I wonder if he practised his writing in the holidays?
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Key Competencies/Vision Principles
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Sanish is developing his Capabilities in his writing. He was able to work by himself to write his own story (Managing Self). Sanish is starting to form his letters correctly and listen to the sounds they make when recording them (Using language, symbols and text). He was able to Think of his own story and write it.
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Next Learning Steps
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