Continents & Habitats Learning Story

Learner: Brooklyn, Markus and Alex     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 Markus & Alex began to recognise that living things are suited to their particular habitat, Brooklyn 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.  Brooklyn, Alex and Markus 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 three of them were enthusiastically engaged in all aspects of the lesson participating and contributing while demonstrating strong collaboration with each other. 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 some good questioning and problem solving strategies. 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:  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 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.