Puzzle Art for Writing Goals

Learner: Toni                    Learning coach: Margaret Patrick         Date: June, 2016

Learning Area:   Swimming                                                           Narrative Learning story

Learning Observed

Toni has been attending swimming lessons at the Otara Community pool over the last 8 weeks. Over the 8 weeks he connected with his tutor Tui and built a trusting relationship with her. He collaborated and cooperated with her requests consistently.  Toni was able to propel himself forward independently at the start of his first class and was grouped accordingly. His first goal was to focus on creating rocket arms and swimming kicking while blowing bubbles into the water.  He progressed to using a kickboard and being capable of using over arm stroking with his face into the water and rolling to breathe. At the same time Toni was learning to float on his back. During his last class Toni was able to collaborate with the others in his group and float on his back, arms outstretched linked to make a star shape and float for 40secs. At his evaluation session Toni demonstrated that he was capable of swimming using overarm freestyle and kicking for 10 meters. During the Water Safety week he enjoyed the sensation of floating using a life jacket and joined in and contributed to his group forming a ladder and huddle replicating what a group of survivors would do in the ocean to keep warm. It was unfortunate that Pranjal missed some lessons as he needed to rebuild confidence in his previous learnt skills but when he attended he used his self managing skills organising his swimming gear.

Evidence of learning

Next Learning Steps

Using a kickboard rolling onto his side, breathing then stroking arms high and touching his ears and kicking face in the water for 3 strokes and repeating. Floating on his back with a kickboard on his front and using backstroke arms high and touching his ears then grasping his kickboard. Swimming freestyle with rolling and breathing 15 meters. Swimming  backstroke independently using arm strokes every 5 kicks.   Family taking him to the local pools so he can keep up skills and enjoy the water.

Writing Narrative

Learner: Toni                           Learning Coach: Mr Hattie          Date: 4 July 2016

Learning Area: Learning Habitat 1 - Writing

Learning Observed

For writing this term Toni have been focusing on persuasive writing. He has been developing his Capabilities about this type of writing by learning what the idea of persuasive writing is and how to give points and examples that help persuade their readers. Toni has a good handle on the points that he writing about. He is able to provide sufficient examples to provide to help explain his ideas. Toni has been enjoy Collaborating with his/her peers when writing by discussing his points of view and why he thinks this.

Evidence of learning

Toni’s Quickwrite about why learner should have to wear uniform.

Next Learning Steps

Toni’s next learning steps are: Describe the writing so that it paints a picture in the reader's head. Use a variety of different sentence types e.g. simple, compound and complex sentences. Use paragraphs to show new ideas.

Podcast Narrative Assessment

Learner: William L, Toni, Karis, Kim   Learning Coach: Mr Hattie        Date: 16 June 2016

Learning Area: Learning Habitat 1 - iExperience

Learning Observed

In iExperience William, Toni, Karis, Kim are working writing and creating Podcasts. A Podcast is an audio story, interview or informative talk for entertainment purpose. These are downloadable on iTunes or various sites on the internet. William, Toni, Karis, Kim have been put into a group to practice talking about an issue around at school. The issue that they chose is on Ormiston Primary should/should not have unisex toilets. They are arguing for that we should not have unisex toilets. For this issue they had to discuss their talking points and plan out what their reasons Collaboratively using evidence and examples. Each of these learners showed their Capabilities with this task. They all have something to offer in terms of the reasons why they agree. Learners understanding of their learning: William L: Once you make a statement you need to have an example. Toni:A podcast can be about an issue that you want to discuss. Karis:I planned for my 3 main issues. Kim: You start with the problem or issue and you discuss the main points.

Evidence of learning

The learners Collaborating about the issues in their argument.

Next Learning Steps

William L, Toni, Karis and Kim’s next learning steps are: To speak with fluency and expression during their podcast Write in their own words their argument to practice.

iReflect Friday 20 May what does the 3gs mean to me?

  what does the 3gs mean to me?
it means if I want to be kind to someone I can do one of the 3gs

I learnt how to say dog and finger spell dog in NZ Sign Language.

My goal is to learn how to say all the different school blocks in Sign Language.

The Feather On A Stick and The Feather On A Spring

The Feather On A Stick! Two things that this feather on a stick can do which is poke people and tickle people in a further range when broken can be fixed only in problems of the feather falling off the stick or the line around the stick falls off BUT the only problem (I think) that cannot be fixed is when the stick breaks.

The Feather On A Spring!this final invention can bounce can break cannot fly and can stand and stick onto things like fingers, sticks, pens, etc. You could put it by a window put it anywhere even tickle people with the feather part.And if your a teacher you can point at things with it.(this item does not have a real spring).