Learner:  Brooklyn T-W        Learning Coach: Margaret Patrick     Date:  May 2015

Learning Area:  English- Reading Narrative Assessment

Learning Observed

Brooklyn chose the text “Akiko’s Glasses” for his PM Benchmark Level 21 reading assessment. Brooklyn signs in English word order as he reads. His first mode of communication is NZSL. His speech is very hard to understand even if your work with him on a regular basis. I introduced the character’s name Akiko. He was able to skim the text. He had quick recognition of the high frequency words. He used structure and visual clue strategies to shape his approximations. He inserted words  eg: expect for except, grabbed instead of gasped, which he paused on before using these words but didn’t register that they might not fit the story’s context.  He inserted  sign for signal which fitted the context of starting a race and substituted know for knew. At times I needed to ask him to sign some words again to check his accuracy. Brooklyn reads very quickly and he tends to read in a monotone. He seems on a mission to get it read and finished as opposed to expecting it to be  an interesting experience and one that he doesn’t need to finish to get on with another activity. When answering the questions he initiated using because before his explanation but used NZSL grammar eg: because he saw the line, far. During the retell Brooklyn would pause and he needed to refer to the text.

Evidence of learning                       Brooklyn click here

Key Competencies/Vision Principles

Brooklyn scored 97% reading accuracy, 83% comprehension and 88% retell using the PM benchmark Reading Assessment and VADEC Formal Retell. He scored 3/3 for the inferential questions which has been one of his IEP goals.  He is beginning to identify the clues that help him make inferences.This text was easy for Brooklyn and he is ready to move to Level 22 and possibly Level 23. He is demonstrating and developing his capabilities in Thinking and Using Language, Symbols and text.

Next Learning Steps

complete a retell without needing to refer to the text. use tense to confirm visual and meaning clues when self correcting including sign tense markers. slow down the pace he reads by breathing at full stops and observing punctuation.

Brooklyn's Drama Learning Story - May 20, 2015

Learner: Brooklyn                                                                    Date: May 20, 2015

Learning Area: The Arts- Drama                                 Learning Coach: Diana Wilkes

Learning Observed

During iExperience this term with the Strategic Leadership Team (SLT), we have been learning how to use movement and space to effectively communicate.  The lasting understanding is that people represent their culture and heritage in different dramatic ways- past and present.  Learners had a variety of opportunities to explore the use of space, props and their body for communicating different ideas.  Brooklyn worked in a group with Lara, Cassandra and Eric very productively and used different techniques to explore drama elements and conventions.  He exhibited creativity and enthusiasm for performing.  When asked to initiate and develop ideas with others to create dramatic 1 minute skit about a culture, Brooklyn worked well with others offering ideas and demonstrating creativity and enthusiasm. His group selected the Pasifik Island culture and they crafted an entertaining performance indicative of this culture featuring Brooklyn on the drums!

Evidence of learning

Brooklyn makes effective use of space, imaginary props and movement.

Key Competencies/Vision Principles

Brooklyn demonstrates that he can work Collaboratively with others towards a common goal. He shows his Capabilities in following complex instructions and strives to meet the success criteria- managing himself well. He is able to make Connections between what he knows about a culture and how to express that with movement, minimal sound and real/maginary props.

Next Learning Steps

Further explore movements he can make with his body, use of his voice, and creation of facial expressions to enhance dramatic effect

Learner: Brooklyn        Learning Coach: Ms Taylor         Date: 19 May 2015

Learning Area: iExperience - ANZAC

Learning Observed

Brooklyn chose from a task sheet the options he wanted to use. These are below. Each one is worth a certain number of points. He was to select tasks and add them up to make 10 points altogether. He needed to record where his work could be found  (his Learning Book, iExplore Google folder or elsewhere as appropriate) on his copy of this document so his Learning Coaches could see his learning and provide feedback. Students hard work was recognised in Hui time.

Evidence of learning

ANZAC task sheets 1.Draw and label a New Zealand WW1 uniform how would you make it better. 2 points   He also added a camera, rocket boots and a bag 2.find and record a recipe for ANZAC biscuits. 2 Points 3.find a maps that show where Gallipoli is. 1 Point 4.weapon of war make charts of weapons used in ww1 and what they did. 3 points 5.write an A-Z of words to do with ANZAC/WW1 idea 3 points

Key Competencies/Vision Principles

Brooklyn was given a evaluation sheet to find out how well he did. See below for his answers. Evaluation of how I managed my learning during my ANZAC tasks. My answers are highlighted. Tasks: 1.I was able to pick my tasks to add up to 10 points. a) I read them on my own and picked my tasks                      b) I needed help to read them and them picked my tasks      c) I needed help to read them and help to pick my tasks         2.  I set up a new ANZAC folder in my iExplore. a) I did this on my own.   b) I needed help             c) I haven’t done it yet     3. I uploaded photos of my work to my iExplore folder and and cropped them.   a) I did this on my own   . b) I needed help              c) I haven’t done it yet      3. I completed my tasks on Friday 1st May a)I completed all my tasks    b) I completed three tasks   c) I completed 1 task             4. I could search for information and  find the answers to my tasks. a) I did this on my own. b) I needed help to find the words to start my search then finished the task. c) I needed help to find the words to start my search and help to write the answers.

Next Learning Steps

To try and do more things on my own Ask lots more “w” questions