Learner: Kaiariki 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 Kaiariki 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 many learners used their 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 Kaiariki found out what the zoo does to look after the three Sumatran tigers that they have. John had a large black plastic container and Kaiariki learned that the tiger would be able to smell her scent if she touched it (Connected).
John then took us to the Vet Centre Viewing Gallery. Kaiariki 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). Kaiariki 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 Kaiariki would love to come back again with her family to share her learning with them.
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Next Learning Steps
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Kaiariki has learned about what Auckland Zoo do to look after the many animals that they have. Some are even endangered. Her 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: Kaiariki 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’. Kaiariki has been learning how to use a simile in her writing. The Black Gibbons worked together to brainstorm some similes, then I invited them to use similes to describe the colours of the rainbow.
Kaiariki was encouraged to participate in the group brainstorm and discussion, then used some of the ideas from our brainstorm to create her own poetic piece about rainbows. After writing her draft, she then proceeded to publish her 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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Kaiariki is demonstrating that she is:
Collaborative - sharing her ideas with a partner and listening to ideas shared by other Learners in her hapu group during a brainstorm session about rainbow colours.
Capable - identifying the most suitable object to compare most of the rainbow colours in a simile.
Using Language, Symbols and Text - taking care to copy the information from her draft when publishing her work. The size and shape of most letters are formed correctly.
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Next Learning Steps
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Learner: Kaiariki Learning Coach: Megan Croll - LH2 Date: 24 August 2016
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Learning Area: Maths
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Learning Observed
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The Black Gibbons have been investigating what it means to classify objects. This is part of the geometry strand in maths, level 1. The Learners were placed in mixed ability groups of 4-5, then they rotated through three different activities where they were asked to work as a team to discuss the objects and find different ways to classify (group) them.
Kaiariki worked with her group to first group the objects by colour, then to separate the colours and group them according to their shape. In their next rotation, Kaiariki was supported by others in her group to classify some wooden shapes. They put them into three groups - one group of shapes that were rounded, another group of shapes had point and the third group were classified as cubed shapes.
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Evidence of learning
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Key Competencies/Vision Principles
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Kaiariki worked in a collaborative way by thinking and acting with her team. She is beginning to share her ideas with the other Learners in her team and listen to their ideas.
Kaiariki demonstrated that she is capable of listening to, and following a set of instructions. She was required to think about the learning taking place and understand what the other members in her group were doing when they were creating new groups with the materials. Kaiariki was able to manage herself by remaining on task and moving to the next rotation when instructed.
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Next Learning Steps
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Learner: Kaiariki Learning Coach: Megan Croll - LH2 Date: 28 July 2016
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Learning Area: Maths
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Learning Observed
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Today during iDevelop, a group of Learners were using materials to explore place value of hundreds, tens and ones.
I asked the Learners to find out how many ‘ones’ cubes they would need to make a ‘ten’, then how many ‘tens’ to make a ‘hundred’. This understanding is important as it will support their thinking when they begin to add numbers in which the total is greater than its place value, e.g. 7+6 = one ten and 3 ones.
The Learners then were asked to count out the number of ‘ones’ cubes, ‘tens’ sticks and ‘hundreds’ squares to make a given number.
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Evidence of learning
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Kaiariki used the correct amount of ones, tens and hundreds to create the number 135. She needed some support to place the materials in the correct place value order.
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Key Competencies/Vision Principles
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During this learning, Kaiariki demonstrated that she was:
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Next Learning Steps
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Learner: Kaiariki Learning Coach: Miriam Kamsteeg Date: 13 Oct 2015
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Learning Area: Literacy - Writing
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Learning Observed
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Today Kaiariki was writing with me. She decided that she wanted to write a story about “Wonder woman”. Kaiariki recorded down the words she wanted to write and all the sounds she could hear in the words. She remembered to put in full stops and capital letters.
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Evidence of learning
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Kaiariki was able to write a two sentence story. I wonder if she is practising writing stories at home?
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Key Competencies/Vision Principles
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Kaiariki was able to settle down to work straight away (Managing Self). She is developing her Capabilities in her writing and learning how to punctuate correctly. Kaiariki listened to the sounds she could hear and recorded the letters to go with the sounds (Using Language, Symbols and Texts). She was able to have an idea for a story and record it (Thinking).
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Next Learning Steps
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Learner: Kaiariki Learning Coach: Abby Morgan Date: 2 June 2015
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Learning Area: Literacy - Writing
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Learning Observed
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Our writing focus today was about creating recounts about our weekend. Together the learners discussed their weekend and identified what they wanted to write about. I was working alongside Kaiariki to identify the keywords that were needed to add to her story about going to the movies. She was able to tell me lots about her weekend and seeing Sivkheng. Together we created a success criteria (what I need to have to be successful) and Kaiariki suggested that we need to include finger spaces and capital letters as part of our to be successful list. Kaiariki went away and began writing. When she returned we read her work together checking the success criteria as we went. Kaiariki had monitored her writing to ensure she was including all the required elements and had correctly used all four of our success criteria! Great managing self learning Kaiariki!
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Evidence of learning
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Kaiariki came up with 2 of the 4 ‘must haves’ on our success criteria.
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Key Competencies/Vision Principles
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Kaiariki has been developing the school vision principle of capable as she has spent time working towards developing both new and existing skills. She has also be displaying the key competencies of managing self, thinking and using language, symbols and texts. Kaiariki has displayed thinking skills as she recalls and extends her knowledge about writing (using language, symbols and texts) and has demonstrated her ability to manage her learning through the success criteria.
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Next Learning Steps
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Learner: Kaiariki Learning Coach: Miriam Kamsteeg Date: 26 May 2015
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Learning Area: iExperience - Physical Education (PE)
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Learning Observed
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Today in PE we were learning to throw overarm. Kaiariki had to step forward with the foot opposite to her throwing arm. Then take her throwing shoulder back and point her non throwing arm where she wanted to throw the ball. Today we were aiming at the cricket wicket.
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Evidence of learning
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Kaiariki was able to hit the target. I wonder if she can still hit the target from further back?
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Key Competencies/Vision Principles
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Kaiariki showed that she is developing her Capabilities in throwing overarm. She was working Collaboratively as she was taking turns at this activity. Kaiariki was actively participating in this task (Participating and Contributing). She was carefully aiming the ball at the target (Thinking).
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Next Learning Steps
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Learner: Kaiariki Learning Coach: Miriam Kamsteeg Date: 1 May 2015
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Learning Area: Mathematics - Numeracy
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Learning Observed
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Today in Mathematics we were working on getting 13, making it on the number fan and getting 11 and making it on the number fan.
Kaiariki counted out 13 items and when we counted them together she did have 13! However when I asked her to get 11 items she only counted out 9. She was unable to make 13 on the number fan, however when asked to make 11, she knew that it was 1 plus a 1 and corrected another Learner who had made 12 instead of 11.
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Evidence of learning
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Kaiariki is starting to one- to -one count to 13. I wonder if she practises counting things at home?
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Key Competencies/Vision Principles
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Kaiariki is developing her Capabilities in counting numerals in the correct sequence. She is Connecting the spoken number with the written form of the number (Using Language, Symbols and Text).
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Next Learning Steps
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Learner: Kaiariki Hewett Learning Coach: Miriam Kamsteeg Date: 4 March 2015
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Learning Area: Literacy - Writing
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Learning Observed
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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.
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Evidence of learning
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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.
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Key Competencies/Vision Principles
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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).
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Next Learning Steps
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