Brooklyn's Writing Narrative Assessment-11.03.15

Learner: Brooklyn Teaurere West    Learning Coach: Margaret Patrick   Date: 11th March, 2015

Learning Area: Literacy- Writing/ Communication

Learning Observed

Brooklyn is living with his Aunty Norma. Brooklyn was invited to travel to Napier with his extended whanau for Uncle Jamie’s grandmother’s birthday. Brooklyn 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. He  appeared to rush the second half of his story writing and his accuracy deteriorated a little.

Evidence of learning

Key Competencies/Vision Principles

Brooklyn is writing at Level 2a 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. Brooklyn demonstrates that he can use topic specific paragraphs to record the various events of his trip. 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. At times he lapses into He is beginning to add details and size and colour adjectives to create interest.

Next Learning Steps

Use other cohesive devices in addition to “and” eg: so, because, when, Add more detail extending the range of adjectives ensuring they come before the noun. Edit for consistency of verb tense and sentence beginning and end. Use the pronoun “it” in subject position. Maintain his accuracy throughout his writing.

Brooklyn's Creating a LH1 Treaty Narrative Learning -11.03.15

Learner: Brooklyn Teaurere West      Learning Coach:Margaret Patrick  Date:11.3.15

Learning Area:Social sciences- Belonging

Learning Observed

The learners and LCs in LH 1 thought that if we had a treaty it would help everyone manage the way we interacted with others in our beautiful new learning habitat. One of the key values at OrmPS is showing respect. The learners explored the meaning of  “respect” in three  different ways. Respect for ourselves Respect for others Respect for our environment. Everyone agreed on the final selection of criteria and these were printed out and displayed on the wall of LH1. Brooklyn is signing LH1’s treaty knows that he is making a promise to the other learners that he will try to make sure he is worthy of being a member of LH1 nd that he can control his behaviour. The last few weeks Brooklyn has found it difficult to be focused and has displayed some inappropriate behaviour affecting his learning and the learning of others.

Evidence of learning

Key Competencies/Vision Principles

Brooklyn is making a commitment to this treaty by signing it. He is wanting to increase his  skills in  Managing Self and building connections with his other learners and LC’s.

Next Learning Steps

Focus during learning opportunities Improve managing his time so he arrives at activities and learning blocks on time. Accept responsibility for his behaviour and know how it impacts on others. Meet every Tuesday with Dianne Hill to discuss his behaviour.