Learner: Tammy                   Learning Coach: Abby Morgan           Date: 23 March 2015

Learning Area: Literacy - Reading

Learning Observed

During iDevelop Tammy finished her writing and was moving on to reading time. I asked Tammy if she would like to complete a new activity. I explained that for this activity we had to read the book first then she had to retell the story using the cut-up book. After she had finished reading the book Tammy was beginning to match the images with the text. During this time she was using her knowledge of how to use the picture clues to identify the text as well as using her ability to recognise first letter sounds. Tammy was able to correctly match all the text to the pictures.

Evidence of learning

Tammy was able to apply her reading skills to identify the correct text to the picture.

Key Competencies/Vision Principles

Tammy accomplished 36/54 in the alphabet recognition assessment and achieved 3 year 8 months in the Oral Language assessment. During this task Tammy was using the Key Competencies of managing self and using language, symbols, and texts. She was Managing her ability to maintain focus on an activity and was viewing herself as successful and able to complete the task. To complete this activity Tammy was having to apply the knowledge and understandings she holds about the use of language, it’s symbols, and the text. Tammy was using the school vision principle of capable as she was having to apply her existing knowledge and capability to this task.

Next Learning Steps

Extend range of text knowledge Encourage use of other learning activities that foster the development of her reading abilities Re-tell stories following reading time

Learner: Zoey, Simar, Fernanda, and Suri Learning Coach: Abby Morgan                                                            Date: 9 March 2015

Learning Area: Numeracy

Learning Observed

During Math time today I introduced the learners to a new activity on the iPads - Slide Addition. This game required four learners to play together to answer addition problems as they appear on screen. I began with a demonstration of how to play which they quickly picked up. Simar, Zoey, Suri, and Fernanda were working together to solve the questions. I observed Zoey during this time and noticed her ability to recognise numbers to 10 quickly in tens frames, finger and dice patterns. Zoey was able to add two numbers together without the use of physical materials. Simar began by one to one counting to solve the problems but quickly developed her ability to recognise the number pattern as it was displayed. Fernanda and Suri began by using a mixture of one to one counting when the numbers were higher as well as instant recognition of number patterns. Over the development of the activity all four of the learners developed their ability to quickly recognise the number patterns as they appeared and solved the equations at a rapid pace. When I was discussing with the learners at the end I was told that Simar had ‘won’ the most times, great work!

Evidence of learning

Zoey, Simar, Fernanda, and Suri competing to complete the maths addition game.

Key Competencies/Vision Principles

During this activity Simar, Zoey, Fernanda, and Suri were applying the school vision principles of collaboration and capable. They demonstrated these through their ability to work together to complete an activity whilst supporting each others developing math understanding and extending their existing capabilities. While working on this learning task they were utilising the Key Competencies of Managing Self, and Using Language, Symbols and Texts. This was occurring as they were managing their behaviours and viewing themselves.To participate in this learning activity they had  to be able to recognise and understand the mathematical language and symbols.

Next Learning Steps

Assist in developing faster instant recognition of number patterns and basic facts to 10. Introduce the learners to other ‘math slide’ games to assist with numeracy. Encourage the learners to work on Mathletics