Learner: Alesha and Marcus   Learning Coach: Abby Morgan      Date: 16 March 2015

Learning Area: Math

Learning Observed

During Math today Alesha was working alongside Disha and Marcus playing Math Marks the Spot. I asked Alesha how much the two dice she had added up to, she was able to instantly recall her basic facts to 10 and said 4 + 5 = 9. Marcus was able to quickly find the numbers on the mat and was also able to invent new ways to cover them as they had run out of the tiles. Marcus was also able to help assist with the next roll of the dice, identifying that 3 + 3 = 6. What a great learning activity to help consolidate your addition knowledge.

Evidence of learning

Alesha and Disha proudly showing their work. Marcus and Alesha working together to solve the addition problems.

Key Competencies/Vision Principles

During Math today Alesha and Marcus were attending to the Key Competencies of using Language, Symbols and Texts as they were applying their knowledge of the written numeral and mathematical symbols to complete this learning activity. They were also both managing themselves as they were able to monitor their success and showed determination in completing the task. Marcus and Alesha were also using the Ormiston Vision Principles of collaboration as they worked alongside each other.

Next Learning Steps

Assist with developing instant recall of subtraction to 10. Explore addition of higher numbers. Introduce to addition using the number line.

Learner: Marcus Franklin    Learning Coach: Miriam Kamsteeg       Date: 12 March 2015

Learning Area: Literacy - Writing

Learning Observed

Marcus was writing with me today. He decided to write about yesterday’s iExperience which was blowing bubbles. Marcus wanted to say “I am blowing bubbles”. He was able to write “I” by himself. Then he asked how do i write “am”? I reminded him that he wrote “am” yesterday and pointed to the word. He then copied it across to his story for today. Then he asked how do I write “blowing”? I said, “b..b...b…” He said, “butterfly”. So he copied down “b”. Then he ask how to I write “bubbles”? I said, “b...b..b… bubbles”. He said that he didn’t know. I said, “b b b blowing, b b b bubbles.” He said, “Is it the same?” I said, “yes”. Then he wrote down, “b”.

Evidence of learning

Marcus knew how to write “I”. I wonder what other words he can write by himself?

Key Competencies/Vision Principles

Marcus scored 37/54 on the Letter Identification Assessment and 5 years 3 months on the Oral Language Assessment. He is working on developing his Capabilities in choosing what letters to write down for what sounds (Thinking). Marcus was able to draw his brainstorm picture by himself (Managing Self). He is starting to use correct letter formation (Using Language, Symbols and Text).

Next Learning Steps

Basic Sight word assessment Sound to letter assessment Share his story with home