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.

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.

Mohammed's I Explore Planning to Make a Film Stage 1 -Narrative Learning Story Feb 2015

Learner:  Mohammed Khan   Learning Coach: Margaret Patrick     Date: Feb 2015

Learning Area: Communication- Creating a film March 2015

Learning Observed

Michael wi who is a Deaf Maori mentor visited our school and wanted to  know about what to do when he arrived. this gave Mohammed an idea about making a video about our new school so that visitors could view it. It was really important that it was in NZSL so Deaf visitors could access the information. He knew what the wanted the result to be so then planned how he was going to achieve it. He prioritised the areas in the school people he thought people needed to  know about. He then made a list of things in each areas that needed to be highlighted. Mohammed interviewed Koral Doidge in the office to find out what people needed to do on arrival as well. I explained that he needed to use  a storyboard to record this information. We watched a few videos of filmmakers storyboards. he used an A3 sheet and divided it up into sections and sketched the areas and listed key information below the sketch and the range of shots for filming.

Evidence of learning

Key Competencies/Vision Principles

Mohammed’s passion is to ensure that visitors whether Deaf or hearing, feel connected to our school  when they arrive. He is demonstrating the competency of relating to others and is participating and contributing to our school culture of making everyone feel welcome.He is demonstrating Using Language, Symbols and text.

Next Learning Steps

Needs to collaborate with other hearing students to develop script. Ask Kaori Kobayashi to help with NZSL grammar and translation from English Start filming. .

Mohammed's Writiing Narrative Assessment 11.03.15

Learner:  Mohammed Khan   Learning Coach: Margaret Patrick     Date: 11h March, 2015

Learning Area: Literacy- Writing/ Communication

Learning Observed

Mohammed likes travelling to Wellington in the holidays because he gets to catch up with his cousins. Mohammed decided to use this experience for his writing. He recorded his story in a recount format.He was able to recall the the various parts of a recount using the hamburger model . He discussed his trip with me and compiled a “helpful word “ list of words he would need to use when he started writing.

Evidence of learning

Key Competencies/Vision Principles

Mohammed is writing at Level 2a-b of the KDEC/VADEC Developmental Writing Matrix (for Deaf Learners). He is demonstrating his capabilities in Using Language, Symbols and Texts to communicate his ideas about his trip and is building his writing capabilities.Mohammed demonstrates that he can use topic specific paragraphs to record the various events of his trip. There are a couple of time markers to support the time sequence flow of the various events he enjoyed doing. He has good control of spelling high frequency words, is using SVO sequence in his sentences and has a title to explain to his readers what his story is about. He tends to rely on “and” and ”then” to make compound sentences. He can use irregular verbs but the past verb tense is not consistent throughout his story. He is editing and reshaping his work. He was able to co-construct a list of Success Criteria with a group of learners to help him edit his writing.

Next Learning Steps

Add more detail to his story and share his feelings and reactions to engage the his audience more to move to 2b. Use increasing range of adjectives to describe what it was like for him. Use wider range of cohesive devices eg: because, while, when, so, but. Learn to use an apostrophe to show ownership.