Literature Learning Circle - Adjectives Group

Learner:  Shivran (Adjectives)                                              Date: June 2015 Kevin, Imran, Jessica, Rahi, Nehaal, Shivin, Sadeen & Vrishti

Learning Area: Literacy                                         Learning Coach: Diana Wilkes

Learning Observed

Reading research shows that good readers Read extensively Integrate information in the text with existing knowledge Have a flexible reading style, depending on what they are reading Are motivated Rely on different skills interacting: perceptual processing, phonemic processing, recall Read for a purpose; reading serves a function With this in mind we deliberately constructed a ‘book club’ of sorts this term. We began by learning about how to select and why to select a ‘Best Fit’ book- please ask Shivran what book he is reading and how he knows it is a best fit on a regular basis.  The Adjectives learned all about the 5 finger strategy to help them choose a book.  The Adjectives group was also introduced to an online book resource called http://booktrackclassroom.com which can be accessed anytime. In our Literature Circle each learner has a different role each week:  Summariser, Literary Luminary, Word Wizard, Discussion Director, Connector, Artful Artist or Researcher which ensures that the book club runs smoothly. It has been fantastic to observe Shivran engage with each of these roles seamlessly and actively contribute to conversations- he is often a role model for the other learners.

Evidence of learning

Collaborative Google Doc        Snippet of meeting

Key Competencies/Vision Principles

Shivran is showing Connectedness by relating his learning to the text we are reading. He is relating to others well by remaining respectful while others speak and he is Collaborative when he is participating in the discussion.  He is also developing his Capability in reading conversation and oral language.

Next Learning Steps

Always have a Best Fit book at school everyday and read every night at home, out loud when possible Ensure that he is ready for the meetings Visit booktrackclassroom.com often to read new books

Drama Learning Story - May 2015

Learner:  Shivran, Arnav, Aniq                                              Date: May 20, 2015

Learning Area: The Arts- Drama                                 Learning Coach: Diana Wilkes

Learning Observed

During iExperience this term with the Strategic Leadership Team (SLT), we have been learning how to use movement and space to effectively communicate.  The lasting understanding is that people represent their culture and heritage in different dramatic ways- past and present.  Learners had a variety of opportunities to explore the use of space, props and their body for communicating different ideas. Shivran, Arnav and Aniq worked together to use dramatic techniques to explore drama elements and conventions and exhibited enthusiasm for performing.   When asked to initiate and develop ideas with others to create dramatic 1 minute skit about a culture, the group selected Indian culture. They generated many ideas of what to perform.  They used props well and had a lot of fun, however the overall performance was rough.

Evidence of learning

The team makes use of space, facial expressions and movement.

Key Competencies/Vision Principles

All members of this team demonstrated that they can work Collaboratively with others towards a common goal.Together they exemplified Capabilities in following complex instructions however, they barely met the success criteria. Together they were able to make Connections between what they knew collectively about the culture and how to express that with movement, no sound and imaginary props.

Next Learning Steps

Further explore movements they can make with body, voice, space, and creation of facial expressions to enhance dramatic effect Focus on the task, the success criteria and practicing to ensure their performance is clear to the audience- I suggest playing some drama games at home like ‘Props’ and ‘Charades’

Shivran's Narrative Assessment- Project Geos- 23.03.15

Learner: Shivran                   Learning Coach: DiWilkes                        Date: 23-03-15

Learning Area: iExperience (Social Sciences)

Learning Observed

Shivran selected ‘Project Geos’ for his iExperience activity this week.  Today Shivran learned all about different geographic features in order to create a map for a country of his own invention.  Shivran asked what the difference was between a ‘gulf’ and a ‘bay’ and also sought clarification on what a peninsula was.  He had to select a ‘theme’ for his country in our new world ‘Geos’ and he selected ‘Football’.  He generated names of all the different geographical features in his country, first as a brainstorm in his learning book, and then he completed the Info Sheet in the google doc (page 3).   In preparation for drafting his map, it is essential that he complete this.

Evidence of learning

Shivran’s google doc can be found here.

Key Competencies/Vision Principles

Shivran related well with others today.  He demonstrated our Principle of ‘curiosity’ when he asked questions for clarification.  Shivran is developing his capability in map making and exploring his creativity.  I wonder if he will do some of this thinking at home in preparation for Wednesday?

Next Learning Steps

Complete the geographical feature information sheet before map drafting Draft the map of his country, design a flag for his country Maximize use of his time by removing himself from distractions Create a population map for his country

Shivran's Narrative Assessment- Math & Digital Technologies - 15.03.15

Learner: Shivran   Learning Coach: DiWilkes            Date: 15.03.15

Learning Area:  Maths (and Digital Technologies)

Learning Observed

Shivran was in a group of learners selected to work with Ms Wilkes as their PAT Maths and IKAN scores demonstrated their high ability in maths.  They have had two sessions in which they have set up Digital Math Journals where they will solve mathematical problems and explain their thinking using mathematical language.  These journals will capture their learning in maths over time and become rich evidence. These learners were able to login, create a new tale, including a title page and first page with a problem which they have begun to solve using their mathematical language.  This tool affords them the ability to add audio, text and images (hand drawn or photos) and is an excellent medium for capturing how Shivran breaks down the parts of a problem to solve it.  Shivran is beginning to solve problems with negative numbers and can explain how and why he is doing each step. I am looking forward to working with Shivran so we can explore his key mathematical understandings, developing confidence in his ability to discuss how he solves problems.

Evidence of learning

Assessment Results: Stanine 8 for Year 5 (29/35 on PAT Maths, Working at Stage 5 (IKAN) Littlebirdtales: please click to view the beginnings of the Digital Maths Journal: Shivran

Key Competencies/Vision Principles

Shivran has managed himself very responsibly, he relates well with others and usually participates and contributes enthusiastically.  His technical capability has grown significantly since the beginning of the year (eg. he can embed media into his google site and hyperlink).  His capability in maths is clear from the assessment results and his innate curiosity enables him to confidently ask questions.  I wonder if Shivran practices maths at home?

Next Learning Steps

Access www.littlebirdtales.com at home and practice solving one maths problem per week Register for https://e-ako.nzmaths.co.nz/  (using his Mathletics username and password and the email address learninghabitat1@ormistonprimaryschool.com) and begin his self guided pathway Link evidence of his learning in maths to his math progression spreadsheet