Learner:Mohammed Khan                     Learning Coach: Margaret Patrick   Date:3.12.15

Learning Area:Readiing  Narrative Assessment

Learning Observed

Mohammed  is buddy reading with Jona from  LH 2. This happens every Wednesday. The junior learners join the senior learners in LH5. We start off with talanoa in groups on the whariki on the floor and follow the protocols of talanoa. The learners then find a partner and they both take turns reading a familiar text to each other. We started this in Term 3 and when we gathered some student voice they all said they really enjoyed it and wanted it to continue. The learners really look forward to this each week. The older learners are great at clarifying signs or intonation for the younger learners. It is great for them to take on “the expert” role and see them nurturing the younger ones  along as they read.I have noticed that the older learners love to go back to our shared reading texts. They demonstrate how confident they are at using what was “new” vocab when we were first reading the books and developing our reading strategies. .You can see them explaining what the words mean and modelling asking questions related to the texts that they have experienced during our shared reading sessions The younger ones love it as they get to sit with the “big” learners and experience seeing them reading confidently and being excited about the text they are sharing.Maybe they are thinking.. “Here is a reader to aspire to.I can be be like them as I get older”.

Evidence of learning

Key Competencies/Vision Principles

Mohammed is displaying an increasing level of thinking, while using language symbols and text . He is connecting with a junior learner and sharing his expertise and enthusiasm in reading. He is demonstrating his capabilities and becoming the expert and teaching others

Next Learning Steps

select a different learner each time work a. prepare a text in advance video themselves  and their partner and review it together write a reflection of blog about buddy reading. discuss ads o group what reading strategies they see the younger learners using and what type of help/support they needed to give. set up a time when they could have turns reading to themselves in an audience situation as one of the weekly reading design activities.

            

Learner:Mohammed Khan          Learning Coach: Margaret Patrick   Date:3.12.15

Learning Area: Numeracy Narrative Assessment

Learning Observed

Mohammed is using place value materials and the white board table to record how he is solving a word problem requiring him to find the difference using two digit numbers. His WALHT is available on line in the LH1 design projected on to the screen in the learning habitat or he can access it on his personal iPad. It says that he is learning how to subtract 2 digit numbers using renaming. His problem stated that 89 people were in a race and 69 had finished so how many people still needed to complete the race.He worked with his group to highlight significant numbers and words that would  help him decide what type of maths operation and equation he needed to do. He drew a place  value house and used blocks signing/saying the renaming process and recording it on the table. This is not the first day he has worked on this. At the end of his previous lesson I asked how confident he was about doing this type of problem and he asked for further practice time with me. This is great seeing him advocate for himself after reflecting on his current ability to use renaming to solve the answer of this subtraction equation.

Evidence of learning

Key Competencies/Vision Principles

Mohammed  is displaying an increasing level of capability thinking, while using language symbols and text . He was contributing his ideas and showing he was  making  connections with previous knowledge involving basic facts to 20, place value and face value of numbers. He shows he can reflect and identify areas where he wants further practice improve and consolidate his capabilities.

Next Learning Steps

be able to work independently with a word problem requiring him to find the difference and use renaming and record in standard vertical format. take 1 ten and rename as ten ones and subtract the number without physically changing the ten block into 10 one blocks  and rely on his knowledge of basic facts to 20. eg 15-9= 6 be able to subtract  finding the difference with 3 digit number requiring renaming of hundreds as tens.

Learner: Justin V, Mohammed and Tristan     Learning Coach: Margaret Patrick            Date: 24.09..2015

Learning Area: Science Narrative Learning story

Learning Observed

These learners were part of the “Mythbuster” group for iExperience in Weeks 6-10. They ”busted” the myths about everyday objects behaving in unusual ways. They were curious and explored the  physical and chemical reactions that caused the strange things to happen.They practiced writing up the phenomenon using a scientific experimental method developing their capabilities.  In week 10 they collaborated to form a  group and they had to make their own experiment, connect with other research available and come up with a hypothesis as what they expected to happen, do the experiment and reflect on the actual outcome. Following this they were required to make a presentation to an audience of learners. This included: the actual experiment, explanation of any changes they made, review of their hypothesis, present their digital recording of their work and field answers to questions. They managed their time well and were ready on time. Their experiment was about creating a shock using static electricity from a balloon, transferred to a plastic spoon wrapped in foil as a conductor. They were not prepared with materials for the day of their experiment. They relied on Mrs Patrick for the balloon and plastic fork. Mohammed brought the foil from home and Justin brought the plastic gloves. When they first tried the experiment, it appeared it wasn’t working but they had missed an important step. I asked them to read the procedure again and they realaised that they needed to touch the fork with the other hand’s finger. They were trying to rub the balloon on their hair and when I suggested rubbing faster on my top the reaction was a lot stronger. During the demonstration apparently they could get any shock. They probably needed a new balloon as the the original one was slightly soft and deflated. They didn’t try rubbing on their clothes. They called their experiment “Shocking Lightning”. Refer their slide show presentation.

Evidence of learning

Next Learning Steps

try out other experiments in a safe supervised manner explore where this scientific phenomenon is used in real life activities write a reflective blog post about your learning. Add a cross-section of comments from the other learners’ feedback during your presentation. encourage your family to go online and read your blogs. spend time ensuring all group members have a role during a presentation. create a schedule for group members regarding responsibility for bringing various items to contribute to the group’s experiment.

Learner: Mohammed      Learning Coach:  J Taylor        Date: 21/9/15

Learning Area: Draw it

Learning Observed

Mohammed chose ‘Draw it’ for her iExperience in Wk 3 - 6 Term 3. He was to show his design firstly by carefully sketching the animal he chose in detail on paper along with information about this animal. He used the internet to find the information and a picture to help him draw his animal which is a Spider Monkey. He was then to do a final drawing (see below) of the Spider Monkey. He has used great detail and also some of the Spider Monkeys habitat to complete his drawing. Mohammed finished his task on time and was able to explain to others about the Spider Monkey and its habitat.

Evidence of learning

Key Competencies/Vision Principles

Mohammed showed he had the curiosity to find an animal that suited him. He collaborated well with the other students in sharing and helping. Mohammed was able to connect to his prior knowledge and experiences in discovering about the Spider Monkey. It was an animal that interest him.

Next Learning Steps

Gain confidence in drawing a little more detail Using the internet to your full advantage Don’t be afraid to try new things and colours

Awesome Tile Art

Yesterday I really enjoyed made a picture of Letter is O and I have Ninjago Lego face, sea , minion and storm. My favourite is paint with the tile. Awesome piant because I put piant on the tile. The piant is quick dry. The colour is green, blue, yellow and pink. I am Happy because I piant and pictures on my tile.  I am waiting and excited about woman give me my tile. I want to see bright on my tile. When it is fired 

Habitats & Continents Learning Story

Learner: :  Seth, Mohammed & Jasonta                                                        Date: July 2015

Learning Area: Science                                                         Learning Coach: DWilkes

Learning Observed

The learners are beginning learning in the area of animal habitats, adaptations and survival needs in preparation for our trip to the zoo.  During the session the learners began to build their scientific language and develop their ability to communicate in science.  In matching the animals to different continents Seth & Mohammed began to recognise that living things are suited to their particular habitat, Jasonta really enjoyed this activity.  They can recognise that all living things have certain requirements so they can stay alive.  While learning the continent song, they actively participated and could sign and say the names of all of the continents.  They could also identify them on a world map.  Jasonta, Mohammed and Seth can define what the word habitat means and they can state which continent certain animals are found eg. panda in Asia, giraffe in Africa

Evidence of learning

Key Competencies/Vision Principles

The boys were enthusiastically engaged in all aspects of the lesson participating and contributing while demonstrating strong collaboration and communication with Jasonta.  They asked each other for help and didn’t hesitate to check for understanding with other learners or the learning coaches. During the matching activity I observed excellent questioning and problem solving strategies while they worked with Diane. While some of the animals were matched incorrectly to the continents, they persevered to get it correct showing a strong desire to develop their capability in this area. They are able to make connections between what a habitat is to an animal and what a habitat is to humans drawing on new learning and prior knowledge.

Next Learning Steps

more practice matching animals to different continents review saying the names of the continents - use the continent song here reading about animals at home, visiting the zoo website or playing these games http://switchzoo.com/games/habitatgame.htm http://www.abpischools.org.uk/activescience/module2/home.html http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ey/science/animal_h/index.htm http://interactivesites.weebly.com/habitats.html

Learner: Mohammed Kan        Learning Coach: Margaret Patrick     Date:23.07.2015

Learning Area: Collaboration  Narrative Story

Learning Observed

Mohammed was a member of a group of 4 learners who were engaged in an activity where they had to reach consensus about placing statements about “promises” into categories under the title of agree, strongly agree, disagree and strongly disagree. An example of some of the promise statements were “ I promise to clean my teeth every night” or “I promise I will grow taller than my dad” or “I promise I will try had to learn” and “ I promise  to keep any promise”. This was a challenging activity as in the first round the learners were not allowed to sign/talk but shuffle the statements into the categories until they were all happy with the outcome. The second round the learners were able to sign/talk and had to justify why they moved and why they thought statements belonged or didn’t belong in the specified category selected. Mohammed was quick to learn the signs for the 4 different categories. He was able to explain why he thought statements should be moved and why. When his group compared their results with another group they realised they had several statements that they all felt the same way about but there were a few which were quite different. He was able to listen/attend to their explanations and was accepting of people’s different opinions.

Evidence of learning

Key Competencies/Vision Principles

Mohammed is displaying an increasing level of participation  and was relating well with the other learners. He was contributing his ideas and showing he made connections with the other learners by showing respect for their different opinions.

Next Learning Steps

use these skills in decision making situations during learning blocks, iBreaks and at  home. grow in confidence sharing his viewpoint knowing everyone’s ideas  are valuable when solving problems.

Mohammed's Visual Art Narrative Assessment

Learner: Mohammed                                                                    Date: June 2015

Learning Area: iExperience - Art and Design                  Learning Coach: John Dyer

Learning Observed

Mohammed is a friendly boy who I enjoy interacting with. He is always polite and willing to share his time with others. I have noticed him trying his best in a range of learning experiences and taking pride in his work during this term. All the learners in our habitat are designing a ‘Google Doodle’ to be entered into this year’s competition. The theme for this year is ‘If I could go back in time, I would… Mohammed had some effective ideas and enjoyed designing his image.

Evidence of learning

Mohammed focussing hard as he constructs his masterpiece!

Key Competencies/Vision Principles being demonstrated

Thinking - Making sense of information, experiences and ideas. Using language, symbols, and texts - Making sense of words, numbers and images. Managing self - knowing when to lead, when to follow and when to act independently. Relating to others - Interacting effectively in a range of contexts. Participating and contributing - Being actively involved in school and the community Curious Collaborative Connected Capable

Next Learning Steps

Mohammad can use his design skills to create images and logos for Te Manawa. There is good opportunity for designs in our new school with blank canvasses all around.

Trip to the Umupuia Marae

Guess what? I went to Umupuia Marae and it was fantastic. The coolest activity was the tai aha. It is a traditional weapon of the Maori. It used for short sharp strikes. I liked this because I need erengy and strong.

Mohammed Reading Narrative Assessment May 2015

Learner: Mohammed     Learning Coach: Margaret Patrick     Date:  May 2015

Learning Area:  English- Reading                                          Narrative Assessment

Learning Observed

Mohammed chose the text “The Miller, His son and Their Donkey” for his PM Benchmark Level 23 reading assessment. Mohammed is a NZSL signer but uses spoken english to associate his signing. Hs speech is not clear and can be difficult to understand. I introduced the word miller to him. He was able to skim the text and said “ooh!” ’When he saw mostly text and not lots of pictures. This was a challenging text for Mohammed. Many of the text specific words he attempted using the beginning sounds only eg: fan for fancy, lonely for load, foned for frowned. Many verbs were in the present tense eg: come instead of came, meet for met, and brake for broke which he did not self correct. He had quick recognition of the high frequency words. Mohammed’s retell took a lot of time. He was very slow recalling the details of the story. The story depended on him being able to make inferences. He needed prompting to “tell me more” during his retell of the story. I had Kaori Kobayashi a Deaf teacher sit and observe his signing and she confirmed that he did not understand. After the test was completed she  sat with him with voice off and said he was able to share only a few more details.The ability to retell a story including lots of details and plot sequence has been one of his previous IEP goals. Referring to the text did not appear to help Mohammed today. Next time I will video Mohammed signing his story and see if he chooses to sign with voice off for his answers.

Evidence of learning Mohammed-view this video

Key Competencies/Vision Principles

Mohammed scored 94% reading accuracy, 50% comprehension and 35% retell using the PM benchmark Reading Assessment and VADEC Formal Retell. He struggled with this text. This text was hard for Mohammed and he needs to remain on Level 22 for instructional reading purposes. He is demonstrating and developing his capabilities in Thinking and Using Language, Symbols and text.

Next Learning Steps

to retell the plot of a text in sequence adding greater detail. try switching voice off when retelling a story using full NZSL. make inferences and be able to identify the clues that help. scan text to find specific information.