Skip Counting

Learner: Raymond	Date: 11.11.17
Learning Area: Maths Level One Number strategies Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions. Equations and expressions Communicate and explain counting, grouping, and equal-sharing strategies, using words, numbers, and pictures.	Learning Coach: P.L
Learning Observed
In Maths, we have been learning to use our basic addition and subtraction facts to help us solve harder problems. We are now using these to help us solve multiplication problems. Raymond is engaging with his maths and is beginning to show his capability in solving tricky word problems. He is able to collaborate and explain his thinking with other learners around him. Raymond is now making connections of using the strategies we’ve learned like skip counting to help his solve multiplication problems.
Evidence of Learning
Next Steps
Continue to practice Mathletics at home Continue practicing your basic addition and subtraction facts to 10

Literacy Narrative Assessment

Writing Narrative Assessment

My school holidays

In the school holidays, I went to Australia with my family and friends. We stayed in a hotel. I went to the roller coaster ride.

My brother almost cried because he was scared .  The next day I went to my friends house and during the night I went to swim. I enjoyed my holidays.

My brother almost cried because he was scared .  The next day I went to my friends house and during the night I went to swim. I enjoyed my holidays.

Raymond Swims like a Fish!

Writing Narrative Assessment

Raymond and Ormiston Market Day

Learner: Raymond	Date: 26 June, 2017
Learning Area: Technology/ Arts Level One Planning for practice Outline a general plan to support the development of an outcome, identifying appropriate steps and resources. Technological products Understand that technological products are made from materials that have performance properties. Characteristics of technology Understand that technology is purposeful intervention through design.	Learning Coach: P.L
Learning Observed
In iExplore, one of the options was to help create products, posters, sign and other things for the Ormiston Market Day. Raymond chose to help create the sign for our habitat sign. He is being collaborative by working with other learners around him and sharing his ideas. Raymond is beginning to show capability by following instructions and thinking carefully about what he is doing.
Evidence of Learning
Next Learning Steps
Continue to think about ideas that you are interested in learning more about

Raymond Writes

Learner: Raymond	Date: 15 June, 2017
Learning Area: English - Writing Level One and Two has an awareness of the connections between oral, written, and visual language when creating text creates texts by using meaning, structure, visual and grapho-phonic sources of information, prior knowledge, and some processing strategies with some confidence seeks feedback and makes changes to texts is becoming reflective about the production of own texts begins to monitor, self-evaluate, and describe progress.	Learning Coach: P.L
Learning Observed
In Writing, we have been learning to write recounts. We have been learning to say our sentences out loud before we write them down. Raymond is a learner that often needs support during writing. Today, he managed to write his sentences by saying them out loud and writing them down without support. He shows capability by listening and writing his sentences. His sentences then build into a paragraph. Raymond was also able to work collaboratively with other learners around him.
Evidence of Learning
Next Learning Steps
Continue to practice your writing at home Continue to say your sentences out loud before writing them down

My day at school

On  Wednesday, we first did the roll. After that we did iexplore then we went for fitness run. Next we did idevelop Maths.Thereafter it was ibreak 1.

After ibreak1, we did i develop reading and iwriting. Then it was time for ibreak2

After ibreak 2 we did the roll. Then we did iread and iexperience. Thereafter we shared our learning and went home.     

Changing the Unknown

Learner: Raymond	Date: 22 May, 2017
Learning Area: Maths Number strategies Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions. Number knowledge Know the forward and backward counting sequences of whole numbers to 100.	Learning Coach: P.L
Learning Observed
In Maths, Raymond has been learning to count on to solve problems like 4+__=7. He is being capable by counting on and collaborative when sharing his thinking with other learners around him. Raymond is beginning to show confidence and will share his answers and thinking with others. He is curious and will listen carefully to instructions and what is being modelled to him by the Learning Coach.
Evidence of Learning
Next Learning Steps
Make connections with this learning and make it transferable Continue practicing your numbers up to 100

iDevelop: Raymond and Maths

Learner: Raymond

Date: 10.04.17

Learning Area: LH1

Learning Coach: Priscilla Lavakula

NZ Curriculum Achievement Objectives

Use simple additive strategies with whole numbers and fractions
Know the basic and addition and subtraction facts

Learning Observed:

In maths we have been learning to use our basic addition and subtraction facts to 10 using our fingers and noticing patterns to solve simple equations to 10. The Calculators group have been learning to add and subtract to 10.

Key Competencies/ Vision Principles:

Raymond is being a capable and curious learner by listening during our small group lessons. He is being collaborative by listening carefully to others and sharing his learning with others as well.

Next Learning Steps:

Continue practicing your basic facts of addition and subtraction to 10

Continue learning on your Mathletics

iDevelop: Raymond Reads

Learner: Raymond

Date: 20.03.17

Learning Area: LH1

Learning Coach: Priscilla Lavakula

NZ Curriculum Achievement Objectives

Literacy Level One
Associate sounds with letter clusters as well as with individual letters
Make meaning of texts by identifying ideas in some texts

Learning Observed:

Raymond has been learning about making sense of what he reads, when he reads out loud. He is able to use the pictures in the story to help him read simple texts.
As a group, we have been learning to finger point one to one. As Raymond reads out loud in small group lesson, he is able to help others identify tricky words too by sounding them out.

Key Competencies/ Vision Principles:

During this learning, Raymond demonstrated that he was:

• Connected - actively taking part in learning conversations and activities.
• Capable - sounding and attempting tricky words in text
• Curious - asking questions and seeking new vocabulary.
• Collaborative  - able to read and listen to others while reading

Next Learning Steps:
Continue to read out loud at home

Continue to find rhyming words

iExperience: Raymond at Tennis

Learner: Raymond

Date: 02.03.17

Learning Area: LH1

Learning Coach: Priscilla Lavakula

NZ Curriculum Achievement Objectives

Health and Physical Education Level One

Participate in creative and regular physical activities and identify enjoyable experiences.

Develop a wide range of movement skills, using a variety of equipment and play environments

Learning Observed:

This is the second week (of our four week sessions) of tennis for the learners in our habitat. Each session is 30 minutes with coach Marcel from AceSports on a Thursday. Tennis is a competitive sport in New Zealand that has two players. A player has to hit the tennis ball over the net back and forth to their competitor. The object of the sport is to win the set or until you reach a tie breaker. You can find out more about tennis in New Zealand here

Key Competencies/ Vision Principles:

During this learning, Raymond demonstrated that he was:

• Connected - actively taking part in physical and education activities.
• Capable - developing skills to play tennis
• Collaborative - working with others around him in games
• Thinking  - listening carefully to instructions and learning how to apply them

Next Learning Steps:

Continue learning motor skills of bouncing the ball accurately and with control