Reading with Ella - Term 2

Learner: Marcus and Ella      Learning Coach: Miss Morgan               Date: 22 April 2015

Learning Area: Literacy - Reading

Learning Observed

During reading today Ella and Marcus were introduced to the reading concept Elbow to Elbow, Knee to Knee (EEKK). EEKK involves learners sitting together and taking turns to read to each other. Their reading focus had been on identifying the bold text and emphasising these words. I observed Marcus and Ella reading and applying the new skills they were learning. Together they were able to assist each other when stuck on words or understanding. While reading, Ella made a connection within the text as she recognised that the word ‘she’ in the text informed the reader that the puppy is a girl. Together Marcus and Ella were able to use the pictures in the story to help identify words. Marcus noticed that the picture was of a dog but the word started with P and made the connection between the two.

Evidence of learning

Key Competencies/Vision Principles

Together Ella and Marcus were applying the key competencies of Thinking, and Using Language Symbols and Text. In order to understand and apply existing and new knowledge Ella and Marcus recalled and made connections with the text to show their use of Thinking Skills. Using Language, Symbols and Texts was developed as they used decoding and knowledge of language to read their text and apply new reading skills to this. The Vision Principle of Collaborating was applied as they worked together to assist in developing their understandings.

Next Learning Steps

Help Marcus and Ella begin to develop questions about the text Encourage the use of expression in reading Ensure reading books go home every day to develop their fluency and foster the enjoyment of reading

Term 2 - Literacy Narrative Assessment

Learner: Marcus         Learning Coach: Abby Morgan                          Date: 22 April 2015

Learning Area: Literacy

Learning Observed

As I worked alongside Marcus today I asked him to identify different common body parts on a picture. He was able to correctly identify 10 of the 12 parts asked for. Marcus was unsure of the correct name for the shoulder and little finger. We then discussed opposites - he was able to correctly tell me the opposites to big, slow, hard and quiet. Marcus is also able to name more than 7 animals when asked which includes a range of domestic and exotic animals. Marcus is developing his understanding of providing prepositions of objects when asked and is working towards understanding correct use of tenses. The Video below illustrates Marcus’s oral language skills.

Evidence of learning

Click this link to view the YouTube Video - Marcus Oral Language Sample

Key Competencies/Vision Principles

While I was working alongside Marcus he demonstrated his ability to Manage Self and used Thinking skills to answer questions. He was displaying Managing Self through showing his capable nature. Marcus is willing to try new learning and will apply himself to a task. Thinking skills were demonstrated in the manner he was able to mentally retrieve the answers and his willingness to give informed answers when he was unsure.

Next Learning Steps

Extend his understanding of tenses and what these mean Introduce and develop his ability to use the correct tenses for words Develop his ability to correctly use negatives - isn’t and won’t