Learner: Kaiariki Hewett     Learning Coach: Miriam Kamsteeg   Date: 4 March 2015

Learning Area: Literacy - Writing

Learning Observed

Kaiariki decided that she wanted to write about dressing up. She was able to draw her picture and write “I Li(backwards R)e”. We then sat together to write the rest of her story. I said “dressing, d, d, d”. She said “d”. Then asked if it needed to be a capital or little “d”. I told her we only had capitals at the beginning of a sentence or for a name. I asked her if dressing was a name or the beginning of a sentence. She looked at me in confusion and shrugged her shoulders. I told her that it is a little “d” like on the “duck” picture on the table tent. She then wrote down “d”. Then we went to write “up”. I said “up, u, u, u”. She said “a?” I said no and motioned her to look at the bottom of the table tent. She looked around it. I said, “um…. umb….”. Then she pointed to the umbrella picture and wrote it down. She then asked if she needed to put a “j” in. I said no that there is no “j” sound in the word.

Evidence of learning

Kaiariki is starting to write by herself and understands that capital letters have an important place in sentences. She is thinking about the importance of these and when they need to occur.

Key Competencies/Vision Principles

Kaiariki scored 41/54 on the Letter Identification Assessment and 5 years 3 months on the Oral Language Assessment. She is able to start a story by herself and settle down to a task (Managing Self). Kaiariki has shown an awareness of capital letters and understands that they have an importance in the sentences, but realises that she does not understand this yet, so asks for help to develop her Capabilities in this (Thinking). Kaiariki is developing her Curiosity as she wondered about where capital letters are placed. She used sounds to create her writing for her story (Using Language, Symbols and Text).

Next Learning Steps

Explicit teaching into what a sentence is Explicit teaching of where capital letters go Complete a sound to letter assessment. How many sounds does she know?