Hurdles

Reading with Raymond

Spiderman Maths

Counting with Raymond

Alphabet with Fanxi, Austin, Owen and Raymond

Raymond Learning with Others

Raymonds Writing

Raymond's Video on Wednesday, 24 June 2015

Narrative Assessment - Literacy Group

Learner: Fanxi, Raymond and Lyric     Learning Coach: Abby Morgan  Date: 7 May 2015

Learning Area: Literacy

Learning Observed

During literacy time today I was working alongside Fanxi, Raymond, and Lyric supporting them while they completed the Build it, Read it, Write it high frequency word activity. After explaining the task they quickly settled into their work. As I was guiding Fanxi I observed his increased ability to recognise letters, the sounds they make and he was aware of how to put these together to sound out unknown words. Lyric was attempting to say and identify the letters that were used to make up the words. Raymond began this activity reluctantly , but after seeing the success his peers were having he was keen to join. Raymond was able to correctly pronounce and repeat the words after me, and was able to identify the correct letters and letter order. During this activity all three of the learners were having to take turns with the equipment and share.

Evidence of learning

Key Competencies/Vision Principles

During this activity Fanxi, Raymond and Lyric were developing and applying the key competencies of; thinking, managing self, and using language symbols and texts. To complete this activity they were managing self by showing their ability to stay on one task, and work through it until it was completed. They were developing their ability to see themselves as capable learners. Thinking skills were required to recall the order of the letters, the pronunciation of the words and the identification of the letters. Using language, symbols and texts was applied to this activity as they were developing their English language skills, both orally and written. The vision principle of cable was being developed as they were enhancing and extending known skills.

Next Learning Steps

Fanxi Practice pronunciation of words. Increase knowledge of known high frequency words. Raymond Develop reading strategies to assist in sounding out unknown words. Provide learning activities to continue developing knowledge and instant recall of high frequency words. Provide activities that link with the alphabet to increase knowledge Lyric Increase knowledge of the alphabet using hands on activities: incorporate drawing? Develop oral language skills; encourage conversation around favourite activities.

Narrative Assessment - iExperience - Physical Education - 26 May 2015

Learner: Raymond               Learning Coach: Miriam Kamsteeg     Date: 26 May 2015

Learning Area: iExperience - Physical Education (PE)

Learning Observed

Today in PE we were learning to throw overarm. Raymond had to step forward with the foot opposite to his throwing arm. Then take his throwing shoulder back and point his non throwing arm where he wanted to throw the ball. Today we were aiming at the cricket wicket.

Evidence of learning

Raymond was able to hit the target. I wonder if he can still hit the target from further back?

Key Competencies/Vision Principles

Raymond showed that he is developing his Capabilities in throwing overarm. He was working Collaboratively as he was taking turns at this activity. Raymond was actively participating in this task (Participating and Contributing). He was carefully aiming the ball at the target (Thinking).

Next Learning Steps

Try going further away from the target Practise catching a tennis ball Share learning with home

Narrative Assessment - Mathematics - 11 May 2015

Learner: Deesha, Raymond and Jessica   Learning Coach: Miriam Kamsteeg       Date:  11 May 2015

Learning Area: Mathematics - Numeracy

Learning Observed

Today I gave each Learner 12 fruit pieces and asked them to count them. Deesha and Raymond were able to count their pieces of fruit to 12. Jessica went … 5, 6, 8, 9….13. Next I asked them to look at a number line of numbers 1-10 and asked them to point to various numerals in random order. Jessica recognised number 1 and Raymond and Jessica were able to recognise all the numerals.

Evidence of learning

Deesha and Raymond were able to one-to-one count to 12. I wonder how much further they can count with the correct sequence? Jessica was able to count to 6 accurately. I wonder if she can count past 6 in Punjabi?

Key Competencies/Vision Principles

Raymond, Deesha and Jessica continuing to develop their Capabilities in Numeral knowledge and one-to-one counting. They are sequencing numbers in their head (Thinking). Jessica, Raymond and Deesha are learning how to read numerals (Using Language, Symbols and Texts).

Next Learning Steps

Share Learning Story with home. Jessica Explicit teaching around one-to-one counting to 12. Explicit teaching to recognise numerals 1-5 Deesha and Raymond Retest how far both Learners can one-to-one count. Explicit teaching to recognise numerals 11- 15

Learner: James, Jolin and Raymond      Learning Coach: Miriam Kamsteeg        Date:  19 March 2015

Learning Area: Literacy - Reading

Learning Observed

During Reading as a group we looked at the basic words we already knew. I wrote the word “I” on the small whiteboard. After we had looked at some more basic words we all started to read our books. James, Jolin and Raymond needed guidance to put their fingers under the first word of their stories. Jolin recognised that she had “I” as the first word in her story. Jolin, James and Raymond read their first and second sentences along with me pointing to the words. They had to look at the pictures for clues of what words might be on the page. They then read the rest of their books to themselves.

Evidence of learning

This group was learning to put their fingers underneath the words as they were reading. I wonder if they remember to do this at home when reading?

Key Competencies/Vision Principles

These Learners have completed a Letter Identification Assessment just after they started at Ormiston James (48), Jolin (51) and Raymond (0). They have all showing that they are being Curious about their books by looking at the pictures to help them understand the words. The Learners are developing their Capabilities in Reading (Using Language, Symbols and Texts). The Learners are also starting to make connections between basic sight words they know and what is printed in their books (Thinking).

Next Learning Steps

More discussion of the pictures - this will help develop their vocab better Sound to Letter Assessment - how many sounds do the Learners know? Continue explicit basic sight word teaching. Read every night at home. Practice reading online with “Bug Club”.