I learned with the Tyrone the cheater double and l learned with a new l Expore my new create of topic of shoes

L learned at school how to play a soccer and rugby for during time so l had deep of friend of deaf and hearing

Me has a long weekend in Easter break on Monday Easter l have rugby and soccer chocolate

I enjoy about soccer and rugby it so cool

I doing at home time me watch T.V

Tuesday 15th March

iReflect 

I play at T-ball l like it was so fun day at P.E and NZSL and l play mathematics and so fun l play jump jam it was so cool all happy l a great day today good friend and play tags. 

iReflect W6

What?

l learn  a t-ball

So What?

l need my team to be win and play it was so cool and habitat hui

Next What?

rule t-ball how shared other people

Learner: Brooklyn Taurere    Learning Coach: Kaori Kobayashi                Date: 4/3/16

Learning Area:   Reading Narrative Assessment

Learning Observed

In shared reading, Madagascar Deaf learners have learned not only to read the text but also to translate into NZSL.  It is important for Brooklyn to understand the story well as he is unable to translate into NZSL if he does not know the story well. Brooklyn was curious to learn unknown words and examine them in the English dictionary and NZSL dictionary.  If he was not sure the meanings in the dictionary, he asked his learning coach and/or the NZSL interpreter what it means. He worked collaboratively with his buddy and was capable to share his understandings with him.  He tried to use correct NZSL grammar while retelling the story.  When discussing about the ending of the story, he connected his own experience and shared his ideas about how we can stop teasing in the classroom.

Evidence of learning

Next Learning Steps

Understand the difference between English and NZSL Develop his NZSL grammar skills Learn to improve his leadership skills

Questions for blogger

About myself

What is your name
Brooklyn kbyer teaurere west

How old are you?
11

Describe your family - mum dad ,any brother / sister

Mum name Jane dad name joseph. 4 brother 4 sister my big sister name Norma my sister name brody and 2 twin sister Mackenzie and Charlotte my big brother warren my baby name Shane and my small brother name Robert

Where do you live
Mangere 275

My favourite sport
Rugby and soccer


My favourite food
Mc Donald's and boil upj

Which school are you currently enrolled
Ormiston primary school

My favourite subject
Mathematic

Learner: Ved, Prisha, Shivran, Ayush, Alex, Jasonta, Mervlyn, Neha, Brooklyn     Learning Coach: Mrs Pearson          Date: 19.02.16

Learning Area: iExperience

Curriculum AO: Forms and communicates ideas and information clearly, drawing on a range of sources (Speaking, Writing, and Presenting Level 4)

Curriculum Links:

Learning Observed

Over the last few weeks, learners form Habitat 3 have been encouraged to work collaboratively  to organise a Hui for both Habitat 1 and 3 to attend on Friday afternoon.  This has been an opportunity for learners to connect with one another and discuss and organise different ideas that they may have for this time.  This week Ved, Prisha, Shivran, Ayush, Alex, Jasonta, Mervlyn, Neha and Brooklyn, showed their capability by organising a slideshow, waiata, talent show, weather report  and certificate presentation.  Prisha and Shivran organised the slideshow that supported our two presenters, Ved and Ayush.   Alex and Jasonta signed a detailed weather report.   While, Brooklyn, Neha and Mervlyn presented certificates to those learners that were connected through play earlier in the week.

Evidence of learning

Next Learning Steps

-Continue to seek opportunities to develop their capabilities in presenting to an audience, e.g., voice projection, eye contact, expression -Develop curiosities about other ways to show their learning with others,e.g., iMovies, plays and speeches

 

Learner:Brooklyn Teaurere-West          Learning Coach: Margaret Patrick          Date:3.12.15

Learning Area: Numeracy Narrative Assessment

Learning Observed

Brooklyn 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

Brooklyn 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.